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General Theresa Bass From:Craig A Durfey <cadurfey@gmail.com> Sent:Wednesday, To:Craig A Durfey; Gabriela Mafi; FRANK.KIM@ocgov.com; PIO Department; Walter Muneton; Public Records Request; Public Comment; Theresa Bass Subject:\[EXTERNAL\] Fwd: Prepare U Mental Health Curriculum in the Library Attachments:FINAL Mental Health Education Materials Assessment Tool_ HS (1).pdf; FINAL Mental Health Education Materials Assessment Tool_ MS.pdf; Prepare U Standards_And_Guidelines_CA-1.pdf Warning: This email originated from outside the City of Anaheim. Do not click links or open attachments unless you recognize the sender and are expecting the message. ---------- Forwarded message --------- From: Craig A Durfey < Date: Wed, Jan 25, 2023 at 3:53 PM Subject: Fwd: Prepare U Mental Health Curriculum in the Library To: Craig A Durfey < , ADAM.BOMAN@ASM.CA.GOV <ADAM.BOMAN@asm.ca.gov> ---------- Forwarded message --------- From: Craig A Durfey < Date: Wed, Jan 25, 2023 at 2:43 PM Subject: Fwd: Prepare U Mental Health Curriculum in the Library To: Nick Dibs < , Craig A Durfey < , Ryan Durfey < , <durfeycraig778@gmail. ---------- Forwarded message --------- From: Nora Hana < Date: Wed, Jan 25, 2023 at 8:21 AM Subject: Prepare U Mental Health Curriculum in the Library To: Nora Hana < Good Morning We are excited to announce that we now have Prepare U Mental Health Curriculum in the California Healthy Kids Resource Center to check out. Please see Press Release below for further details. Attached you will also find the Prepare U standards addressed. Also attached are the Mental Health Education Assessment Tools for Middle School and High School. 1 Press Release January 25, 2023 Prepare U Mental Health Curriculum Joins California’s Healthy Kids Resource Center The California Healthy Kids Resource Center (CHKRC), funded by the Department of Education, is proud to announce that Prepare U Mental Health Curriculum will join its library. By previewing diverse resources and curricula vetted by CHKRC personnel and field experts, educators from across the Golden State gain access to comprehensive health related research materials for their students’ benefit. Following Senate Bill 224 Pupil Instruction: Mental Health Education passing this past year – which mandates that extra efforts to be made in regards to mental health education as a part of student core curriculum - preparing youth with skill sets towards strong physical and emotional wellbeing has taken priority in classrooms throughout California through educational products such as those available at The Library's lending service. Prepare U, a leader in experiential mental health education and Social-Emotional Learning (SEL) programs sector, is revolutionizing curriculum for 13-19 year olds. With its evidence supported experiential model that has expanded to include digital, family components alongside its traditional approach since conception - Prepare U caught the attention of prominent leaders nationwide, including former United States Surgeon General Dr. David Satcher who visited New York as it became first state ever to mandate such student training. Making waves beyond America's borders too; with each program receiving official endorsement from leaders within the American Psychological Association and support from the Canadian Psychological Association alike - this pioneering initiative now offers support even at elementary school level with their new cognitions and mindfulness programs! Today, Prepare U Mental Health Education and Prevention Support is proud to announce the addition of their evidence-based and supported curricula with the California Healthy Kids Resource Center. This will expand access to their materials into far reaching communities and help put decision makers in control when it comes to providing young people the tools they need for success later in life. Ryan G Beale - Founder and 2-time family survivor of suicide, crisis interventionist and psychotherapist expressed his excitement about this collaboration: “There’s nothing more meaningful than witnessing how our 2 curriculum has positively impacted students over the past six years and throughout some of the most historically difficult times— all backed up by substantial evidence from continuous follow up studies." The collaboration between Prepare U Mental Health Education & CHKRC heralds an exciting opportunity that could revolutionize schooling environments across California with participatory exercises that foster learning at its core while delivering sustainable benefits on climate and culture within schools everywhere. To request Prepare U education materials to review, contact the California Healthy Kids Resource Center by visiting their website, https://californiahealthykids.net/home or calling 1-800-676-1443 or email Nora Hana, MA. Ed, PPSC, Certified Youth Mental Health Specialist Director II California Healthy Kids Resource Center Substance Use Disorder Prevention 209-468-9089 Office Cell https://www.californiahealthykids.net/home @CHKRC @KIDS_CALIFORNIA 3 @CALIFORNIAHEALTHYKIDS Funded through the California Department of Education 4 California Health Education Content Standards Related Standards Mental, Emotional, and Social Health Standards Ages 13 - 18 Years / Grades 9 - 12 1.3.G Discuss the characteristics of healthy relationships.1.10.G Recognize individual differences in growth & development. 2.2.G Evaluate how relationships are affected by influences.4.1.G Analyze how communication affects relationships.4.3.G Demonstrate communication skills within healthy dating. 5.3.G Analyze when it is necessary to leave an unhealthy situation.8.1.G Encourage safe, respectful, and responsible relationships.1.2.S Recognize potentially harmful or abusive relationships.1.9.S Explain the effects of violence on individuals and families. 2.2.S Analyze the influence of alcohol & other drug use on safety.4.2.S Effective communication for preventing & reporting assault.5.1.S Apply decision-making to avoid dangerous situations.7.5.S Assess characteristics of harmful or abusive relationships.8.3.S Encourage actions to promote safe driving experiences.1.4.A Identify the social and legal implications of using drugs.1.9.A Impact of drug use on vehicle crashes & injuries.2.2.A Role of family and cultural norms on the use of drugs.5.2.A Explain healthy alternatives to drug use.6.1.A Predict how a drug-free lifestyle will support goals.1.1.M Benefits of having positive relationships with trusted adults.1.2.M Analyze the qualities of healthy peer & family relationships.1.3.M Healthy ways to express caring, friendship, affection, & love.1.4.M Describe qualities that contribute to a positive self-image.1.5.M How social environments affect health and well-being.1.6.M Recognizing signs of common mental health conditions.1.7.M Signs of depression, suicide, & self-destructive behaviors.1.8.M How witnesses & bystanders can help prevent violence.1.9.M Classify personal stressors at home, in school, & with peers.1.10.M Identify warning signs for suicide. 1.11.M Identify loss and grief.2.1.M Issues related to seeking mental health assistance.3.1.M Resources to help w/ mental, emotional, and social health.3.2.M Services for people w/ mental/emotional health conditions.4.1.M Seek help from trusted adults for oneself or a friend.4.2.M Healthy ways to respond when someone is grieving.5.1.M Monitor personal stressors & assess techniques for managing.5.2.M Compare various coping mechanisms for managing stress.5.3.M Situations when to seek help with stress, loss, and depression.6.1.M How managing stress & getting help can help w/ reaching goals.6.2.M Set a goal to reduce life stressors in a health-enhancing way.7.1.M Personal patterns of response to stress and use of resources. 7.2.M Effective coping mechanisms and strategies for managing stress.7.3.M Discuss suicide-prevention strategies.7.4.M Practice respect for individual differences/diverse backgrounds.7.5.M Participate in clubs, organizations, and activities.7.6.M Practice setting personal boundaries in a variety of situations.8.1.M Support the needs and rights of others regarding mental health.8.2.M Promote a positive and respectful environment at school.8.3.M Object appropriately to teasing of peers & community members.Program X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Class 1 Self-Reflection X X X X X X X X Class 2 Personal Narrative & Mentalization X X X X X X Class 3 Personality & Biopsychosocial X X X X X X X X X X Class 4 Biopsychosocial Reflection X X X X X X X X X X X X X Class 5 Cognitions & Behavior X X X X X Class 6 Anxiety & Stress X X X X X X X X X X X X X X X X X Class 7 Anger X X X X X X Class 8 Suicide X X X X X X X X Class 9 Family Systems & Grief X X X X X X X X X X X Class 10 Mental Health & Stigma X X X X X X X X X X Class 11 Social Media & Technology X X X X Class 12 Relationships 1 Perceptions X X X X X X X X X X X X X X X X X X X Class 13 Relationships 2 Connections X X X X X X X X X X X X X X Class 14 Meaningful Engagements X X X X X X X X X Class 15 It’s Okay To Make Mistakes X X X X X X X To Learn More About the Prepare U Program Visit www.PrepareU.Live Mental Health Education Grade 7-8 Instructional Materials Assessment Tool This tool is a fillable form for educators to assess curriculum, supplemental materials, and other instructional materials used for the purpose of teaching mental health education to middle or high school students for alignment with SB 224 Mental Health Education requirements. SB 224 requires each school district,county office of education, state special school, and charter school that offers one or more courses in health education to pupils in middle school or high school to include in those courses instruction in mental health that meets the requirements of the bill, as specified. Rating Definitions Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility ●This meets the base requirements of SB 224 Mental Health Education (Ed Code 51925-8) ●This ranking does not imply any assessment about the modality or address the depth of the content. ●LEAs should review materials thoroughly, even when criteria are marked compliant. ●This criterion is not met entirely, but requires only minor modification to become compliant (e.g., including a concept or definition). ●This rating can be used when the facilitation instruction is unclear but can be reasonably modified for clarity. ●These changes can happen at the LEA level and often a suggestion is made to assist. ●This criterion is not met entirely and the changes that need to be made are substantive, including removal of information, modification of thematic elements throughout a curriculum and/or a major topic is missing entirely. ●These changes are not possible at the LEA level. ●It is recommended that this criterion reflect changes to be addressed by the publishers/authors. ●There are a few criteria that are uniformly ranked with gray coloring because it is the responsibility of the LEA (curriculum leadership, teachers, administrators, etc.) to meet these criteria. ●This includes examples such as the LEA requirement for curriculum to be modified for students with disabilities or English Language Learners. Basic Information Title Link to the resource (if applicable) Grade levels (check all that apply)7-8 9-12 Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. If more than one grade level is addressed, are lessons for each grade level different? No Yes Comments/Notes: Is the effectiveness of the resource supported by research? If so, what is the most recent year this research was conducted? No Yes (if so, please list the elements supported by the research findings and the most recent year it was conducted) 1.Minimum Requirements: EC 51926-8 Each school district, county office of education, state special school, and charter school that offers one or more courses in health education to pupils in middle school or high school to include in those courses instruction in mental health that meets the requirements of the bill, as specified. Ed Code 51926 Compliance assessment: List evidence of compliance or non-compliance, as is applicable Determination and Recommendations: (a) Be appropriate for use with pupils of all races, genders, sexual orientations, and ethnic and cultural backgrounds, pupils with disabilities, and English learners. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: (b) Be accessible to pupils with disabilities, including, but not limited to, providing a modified curriculum, materials and instruction in alternative formats, and auxiliary aids. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. (c) Not reflect or promote bias against any person on the basis of any category protected by Section 220. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: (d) Be coordinated with any existing on-campus mental health providers including, but not limited to, providers with a pupil personnel services credential, who may be immediately called upon by pupils for assistance. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Ed Code 51927 Compliance assessment: List evidence of compliance or non-compliance, as is applicable Determination and Recommendations: (b) A pupil receiving instruction pursuant to this article shall not be required to disclose their confidential health or mental health information at any time in the course of receiving that instruction, including, but not limited to, for the purpose of the peer component described in subdivision (h) of Section 51925. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Ed Code 51928 Compliance assessment: List evidence of compliance or non-compliance, as is applicable Determination and Recommendations: (a) “Age appropriate” has the same meaning as defined in Section 51931: “Age appropriate” refers to topics, messages, and teaching methods suitable to particular ages or age groups of children and adolescents, based on developing cognitive, emotional, and behavioral capacity typical for the age or age group. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: (b) “English learner” has the same meaning as defined in Section 51931.Compliant Needs minor adaptations Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. “English learner” means a pupil who is “limited English proficient” as that term is defined in the federal No Child Left Behind Act of 2001 (20 U.S.C. Sec. 7801(25)). Needs major adaptations LEA/Educator responsibility Comments/Notes: (c) “Evidence-based” means verified or supported by research conducted in compliance with scientific methods and published in peer-reviewed journals, where appropriate, and recognized as accurate and objective by professional organizations and agencies with expertise in the mental health field. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: (d) “Instructors trained in the appropriate courses” means instructors with knowledge of the most recent evidence-based research on mental health. Does the resource include a training component? If not, how will the LEA ensure teachers are prepared to teach the content? Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. 2.Required Instruction aligned with Grade 7-8 Health Education Content Standards: EC 51925 FOR REFERENCE: Grade 7-8 CA Health Education Content Standards Ed Code 51925 Instruction Requirements Compliance assessment: List lessons that evidence compliance or non-compliance with the ed code requirements Determination and Recommendations 1.1.M Explain positive social behaviors (e.g., helping others, being respectful to others, cooperation, consideration). 1.4.M Describe how emotions change during adolescence. A) Overarching themes and core principles of mental health.Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 1.10.M Describe signs of depression, potential suicide, and other self-destructive behaviors. 1.9.M Identify the signs of various eating disorders. B) Defining signs and symptoms of common mental health challenges. Depending on pupil age and developmental level, this may include defining conditions such as depression, suicidal thoughts and behaviors, schizophrenia, bipolar disorder, eating disorders, and anxiety, including post-traumatic stress disorder. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 4.1.M Seek help from trusted adults for oneself or a friend with an emotional or social health problem. C) Evidence-based services and supports that effectively help individuals manage mental health challenges. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. 5.2.M Monitor personal stressors and assess techniques for managing them. D) Promoting mental health wellness and protective factors, which includes positive development, social and cultural connectedness and supportive relationships, resiliency, problem solving skills, coping skills, self-esteem, and a positive school and home environment in which pupils feel comfortable. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 1.11.M Describe common mental health conditions and why seeking professional help for these conditions is important. E) Identify warning signs of common mental health problems in order to promote awareness and early intervention so that pupils know to take action before a situation turns into a crisis. This shall include instruction on both of the following: Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 3.1.M Identify sources of valid information and services for getting help with mental, emotional, and social health problems. 3.2.M Describe situations for which adult help is needed, including intimidating and dangerous situations, and how to access help for oneself and others. 3.3.M Identify trusted adults to report to if people are in danger of hurting themselves or others. 3.4.M Analyze situations to determine whether they call for acts of caring among friends or require getting the help of trusted adults. 5.4.M Describe situations for which someone would seek help with stress, loss, an unrealistic body image, or depression. E1) How to seek and find assistance from professionals and services within the school district that includes, but is not limited to, school counselors with a pupil personnel services credential, school psychologists, and school social workers, and in the community for themselves or others. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. E2) Evidence-based and culturally responsive practices that are proven to help overcome mental health challenges. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 2.1.M Analyze internal and external influences on mental, emotional, and social health. 5.1.M Apply decision-making processes to a variety of situations that impact mental, emotional, and social health 2.1.A Analyze internal influences that affect the use and abuse of alcohol, tobacco, and other drugs. F) Connection and importance of mental health to overall health and academic success and to co-occurring conditions, such as chronic physical conditions, chemical dependence, and substance abuse. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 1.5.M Recognize diversity among people, including disability, gender, race, sexual orientation, and body size. 2.3.M Analyze the influence of culture on family values and practices. 7.2.M Practice respect for individual differences and diverse backgrounds. G) Awareness and appreciation about the prevalence of mental health challenges across all populations, races, ethnicities, and socioeconomic statuses, including the impact of race, ethnicity, and culture on the experience and treatment of mental health challenges. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. 5.1.M Apply decision-making processes to a variety of situations that impact mental, emotional, and social health. 7.2.M Practice respect for individual differences and diverse backgrounds. H) Stigma surrounding mental health challenges and what can be done to overcome stigma, increase awareness, and promote acceptance. This shall include, to the extent possible, classroom presentations by trained peers and other individuals who have experienced mental health challenges and how they coped with their situations, including how they sought help and acceptance. *Ensure speakers are vetted appropriately and adequately supports, especially if the speaker is a student Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. The following sections are OPTIONAL to help assess the quality of the instructional materials. The following sections (4 - 6) are adapted from the Health Education Instructional Materials Evaluation Toolkit, created to help local districts in their evaluation and adoption of new instructional materials that align with the 2008 Health Education Standards, the 2019 Health Education Curriculum Framework, and current CA Education Code and State Statutes. 3.Quality of Implementation: Assessment Criteria Evidence Determination and Recommendations 4.1 The resources include diagnostic (prior knowledge), formative, and summative assessments that are aligned with the learning outcomes of the lessons, and provide students with evidence of their own learning so they can advance and adjust their learning as needed. Fully in place Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 4.Quality of Implementation: Access and Equity Criteria Evidence Determination and Recommendations 5.1 The resources are appropriate for use with all students regardless of their disability, gender, gender identity, gender expression, nationality, race or ethnicity, culture, religion, sexual orientation, or living situation. The resources include images that are age-appropriate and depict students at the grade level of instruction, reflect the diversity of California’s students, and are affirmatively inclusive. Fully in place Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 5.2 The resources include suggestions Fully in place Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. based on current and confirmed research for adapting the curriculum and the instruction to meet students’ assessed learning needs. Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 5.3 The resources include comprehensive differentiation strategies, based on current and confirmed research, to adapt the curriculum to meet students' identified needs and to provide effective instruction for all students, including students who are English learners, at-risk students, LGBTQ+ students, students with disabilities, and advanced learners. Fully in place Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 5.4 The resources include images that are age-appropriate and depict students at the grade level or grade span of instruction, reflect the diversity of California’s students, and are affirmatively inclusive. Fully in place Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 5.Quality of Implementation: Instructional Planning and Support Criteria Evidence Determination and Recommendations 6.1 The resources include medically accurate explanations of health education content, include suggestions for teachers to locate, interpret, and convey medically accurate content, and provide confirmed research on content and effective pedagogy. Fully in place Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. 6.2 The resources include a variety of pedagogical strategies, and include suggestions and support for use of electronic resources (audiovisual, multimedia, information technology resources) associated with a unit. Fully in place Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 6.3 The resources include suggestions for activities and strategies for informing parents, guardians, and other caretakers about the health education program and creating connections among students, parents, guardians, caretakers, and the community. Fully in place Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. Mental Health Education Grade 9-12 Instructional Materials Assessment Tool This tool is a fillable form for educators to assess curriculum, supplemental materials, and other instructional materials used for the purpose of teaching mental health education to middle or high school students for alignment with SB 224 Mental Health Education requirements. SB 224 requires each school district,county office of education, state special school, and charter school that offers one or more courses in health education to pupils in middle school or high school to include in those courses instruction in mental health that meets the requirements of the bill, as specified. Rating Definitions Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility ●This meets the base requirements of SB 224 Mental Health Education (Ed Code 51925-8) ●This ranking does not imply any assessment about the modality or address the depth of the content. ●LEAs should review materials thoroughly, even when criteria are marked compliant. ●This criterion is not met entirely, but requires only minor modification to become compliant (e.g., including a concept or definition). ●This rating can be used when the facilitation instruction is unclear but can be reasonably modified for clarity. ●These changes can happen at the LEA level and often a suggestion is made to assist. ●This criterion is not met entirely and the changes that need to be made are substantive, including removal of information, modification of thematic elements throughout a curriculum and/or a major topic is missing entirely. ●These changes are not possible at the LEA level. ●It is recommended that this criterion reflect changes to be addressed by the publishers/authors. ●There are a few criteria that are uniformly ranked with gray coloring because it is the responsibility of the LEA (curriculum leadership, teachers, administrators, etc.) to meet these criteria. ●This includes examples such as the LEA requirement for curriculum to be modified for students with disabilities or English Language Learners. Basic Information Title Link to the resource (if applicable) Grade levels (check all that apply)7-8 9-12 Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. If more than one grade level is addressed, are lessons for each grade level different? No Yes Comments/Notes: Is the effectiveness of the resource supported by research? If so, what is the most recent year this research was conducted? No Yes (if so, please list the elements supported by the research findings and the most recent year it was conducted) 1. Minimum Requirements: EC 51926-8 Each school district, county office of education, state special school, and charter school that offers one or more courses in health education to pupils in middle school or high school to include in those courses instruction in mental health that meets the requirements of the bill, as specified. Ed Code 51926 Compliance assessment: List evidence of compliance or non-compliance, as is applicable Determination and Recommendations: (a) Be appropriate for use with pupils of all races, genders, sexual orientations, and ethnic and cultural backgrounds, pupils with disabilities, and English learners. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: (b) Be accessible to pupils with disabilities, including, but not limited to, providing a modified curriculum, materials and instruction in alternative formats, and auxiliary aids. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. (c) Not reflect or promote bias against any person on the basis of any category protected by Section 220. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: (d) Be coordinated with any existing on-campus mental health providers including, but not limited to, providers with a pupil personnel services credential, who may be immediately called upon by pupils for assistance. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Ed Code 51927 Compliance assessment: List evidence of compliance or non-compliance, as is applicable Determination and Recommendations: (b) A pupil receiving instruction pursuant to this article shall not be required to disclose their confidential health or mental health information at any time in the course of receiving that instruction, including, but not limited to, for the purpose of the peer component described in subdivision (h) of Section 51925. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Ed Code 51928 Compliance assessment: List evidence of compliance or non-compliance, as is applicable Determination and Recommendations: (a) “Age appropriate” has the same meaning as defined in Section 51931: “Age appropriate” refers to topics, messages, and teaching methods suitable to particular ages or age groups of children and adolescents, based on developing cognitive, emotional, and behavioral capacity typical for the age or age group. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: (b) “English learner” has the same meaning as defined in Section 51931.Compliant Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. “English learner” means a pupil who is “limited English proficient” as that term is defined in the federal No Child Left Behind Act of 2001 (20 U.S.C. Sec. 7801(25)). Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: (c) “Evidence-based” means verified or supported by research conducted in compliance with scientific methods and published in peer-reviewed journals, where appropriate, and recognized as accurate and objective by professional organizations and agencies with expertise in the mental health field. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: (d) “Instructors trained in the appropriate courses” means instructors with knowledge of the most recent evidence-based research on mental health. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. Does the resource include a training component? If not, how will the LEA ensure teachers are prepared to teach the content? 2.Required Instruction aligned with Grade 9-12 Health Education Content Standards: EC 51925 FOR REFERENCE: Grade 9-12 CA Health Education Content Standards Ed Code 51925 Instruction Requirements Compliance assessment: List lessons that evidence compliance or non-compliance with the ed code requirements Determination and Recommendations 1.2.M Analyze the qualities of healthy peer and family relationships. A) Overarching themes and core principles of mental health.Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 1.7.M Analyze signs of depression, potential suicide, and other self-destructive behaviors 1.10.M Identify warning signs for suicide B) Defining signs and symptoms of common mental health challenges.Depending on pupil age and developmental level, this may include defining conditions such as depression, suicidal thoughts and behaviors, schizophrenia, bipolar disorder, eating disorders, and anxiety, including post-traumatic stress disorder. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 3.2.M Evaluate the benefits of professional services for people with mental, emotional, or social health conditions. C) Evidence-based services and supports that effectively help individuals manage mental health challenges. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 5.2.M Compare various coping mechanisms for managing stress. D) Promoting mental health wellness and protective factors, which includes positive development, social and cultural connectedness and supportive relationships, resiliency, problem solving skills, coping skills, self-esteem, and a positive school and home environment in which pupils feel comfortable. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. 1.6.M Describe the importance of recognizing signs of disordered eating and other common mental health conditions. 7.3.M Discuss suicide-prevention strategies. E) Identify warning signs of common mental health problems in order to promote awareness and early intervention so that pupils know to take action before a situation turns into a crisis. This shall include instruction on both of the following: Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 3.1.M Access school and community resources to help with mental, emotional, and social health concerns. 4.1.M Seek help from trusted adults for oneself or a friend with an emotional or social health problem. 5.3.M Analyze situations when it is important to seek help with stress, loss, an unrealistic body image, and depressions. E1) How to seek and find assistance from professionals and services within the school district that includes, but is not limited to, school counselors with a pupil personnel services credential, school psychologists, and school social workers, and in the community for themselves or others. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: E2) Evidence-based and culturally responsive practices that are proven to help overcome mental health challenges. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 1.5.M Describe how social environments affect health and well-being. 6.1.M Evaluate how preventing and managing stress and getting help for mental and social problems can help a person achieve short and long-term goals. F) Connection and importance of mental health to overall health and academic success and to co-occurring conditions, such as chronic physical conditions, chemical dependence, and substance abuse. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. 1.2.A Explain the impact of alcohol, tobacco, and other drug use on brain chemistry, brain function, and behavior 5.4.P Analyze how using alcohol, tobacco, and other drugs influences health and other behaviors. 7.4.M Practice respect for individual differences and diverse backgrounds. 8.1.M Support the needs and rights of others regarding mental and social health. 8.2.M Promote a positive and respectful environment at school and in the community. G) Awareness and appreciation about the prevalence of mental health challenges across all populations, races, ethnicities, and socioeconomic statuses, including the impact of race, ethnicity, and culture on the experience and treatment of mental health challenges. Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 2.1.M Analyze the internal and external issues related to seeking mental health assistance. H) Stigma surrounding mental health challenges and what can be done to overcome stigma, increase awareness, and promote acceptance. This shall include, to the extent possible, classroom presentations of narratives by trained peers and other individuals who have experienced mental health challenges and how they coped with their situations, including how they sought help and acceptance. *Ensure speakers are vetted appropriately and adequately supports, especially if the speaker is a student Compliant Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. The following sections are OPTIONAL to help assess the quality of the instructional materials. The following sections (4 - 6) are adapted from the Health Education Instructional Materials Evaluation Toolkit, created to help local districts in their evaluation and adoption of new instructional materials that align with the 2008 Health Education Standards, the 2019 Health Education Curriculum Framework, and current CA Education Code and State Statutes. 3.Quality of Implementation: Assessment Criteria Evidence Determination and Recommendations 4.1 The resources include diagnostic (prior knowledge), formative, and summative assessments that are aligned with the learning outcomes of the lessons, and provide students with evidence of their own learning so they can advance and adjust their learning as needed. Fully in place Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 4.Quality of Implementation: Access and Equity Criteria Evidence Determination and Recommendations 5.1 The resources are appropriate for use with all students regardless of their disability, gender, gender identity, gender expression, nationality, race or ethnicity, culture, religion, sexual orientation, or living situation. The resources include images that are age-appropriate and depict students at the grade level of instruction, reflect the diversity of California’s students, and are affirmatively inclusive. Fully in place Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. 5.2 The resources include suggestions based on current and confirmed research for adapting the curriculum and the instruction to meet students’ assessed learning needs. Fully in place Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 5.3 The resources include comprehensive differentiation strategies, based on current and confirmed research, to adapt the curriculum to meet students' identified needs and to provide effective instruction for all students, including students who are English learners, at-risk students, LGBTQ+ students, students with disabilities, and advanced learners. Fully in place Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 5.4 The resources include images that are age-appropriate and depict students at the grade level or grade span of instruction, reflect the diversity of California’s students, and are affirmatively inclusive. Fully in place Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 5.Quality of Implementation: Instructional Planning and Support Criteria Evidence Determination and Recommendations 6.1 The resources include medically accurate explanations of health education content, include suggestions for teachers to locate, interpret, and convey medically accurate content, and provide confirmed research on content and effective pedagogy. Fully in place Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources. 6.2 The resources include a variety of pedagogical strategies, and include suggestions and support for use of electronic resources (audiovisual, multimedia, information technology resources) associated with a unit. Fully in place Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: 6.3 The resources include suggestions for activities and strategies for informing parents, guardians, and other caretakers about the health education program and creating connections among students, parents, guardians, caretakers, and the community. Fully in place Needs minor adaptations Needs major adaptations LEA/Educator responsibility Comments/Notes: Developed by the CA Health Education Community of Practice and the CISC Health Subcommittee. Visit CaliforniaHealthEducation.org for additional resources.