Comprehensive Health Program
The goals for the District 15 health program support the Board of Education goals to integrate technology, ensure District 15 students meet or exceed state standards, and help the organization excel. A key goal for District 15 is to create a caring, safe, and orderly learning environment. All departments in District 15 support this goal as an organization and are responsible for achieving this goal successfully.
National Education Goals:
The National Health Education Standards (NHES) are written expectations for what students should know and be able to do by Grades 2, 5, 8, and 12 to promote personal, family, and community health. The standards provide a framework for curriculum development and selection, instruction, and student assessment in health education.
- Students will comprehend concepts related to health promotion and disease prevention to enhance health.
- Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
- Students will demonstrate the ability to access valid information, products, and services to enhance health.
- Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks
- Students will demonstrate the ability to use decision-making skills to enhance health.
- Students will demonstrate the ability to use goal-setting skills to enhance health.
- Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
- Students will demonstrate the ability to advocate for personal, family, and community health.
Physical Development & Health
The Illinois Learning Standards for Physical Development and Health were developed using National Standards for Physical Education, National Health Education Standards, the 1985 State Goals for Physical Development and Health, and other states' standards and local outcomes from Illinois school districts.
A state report released in August 2013 calls for new benchmarks and strategies to improve and increase physical education classes, noting the latest neuroscience research linking physical activity with improved academic performance. State Superintendent of Education Christopher A. Koch and Dr. LaMar Hasbrouck, director of the Department of Public Health, co-chaired the Illinois Enhance Physical Education (P.E.) Task Force, which developed the 148-page report that has been submitted to Gov. Pat Quinn, the Illinois State General Assembly, and health organizations and community groups interested in turning the tide of childhood obesity and improving health for all students.
- Read the ISBE news release at:
- The EPE Task Force final report to the Illinois General Assembly and executive summary are available on the EPE Task Force page. A webinar about the report findings is also available for viewing.
- Sexual Health Education Training information
As the nation moves forward into the twenty-first century, a tremendous opportunity exists to enhance our health and well-being. Much of that opportunity lies in our ability to address the growing health challenges that are facing children and youth. Although progress is being made, poor physical fitness; violence; lack of proper nutrition; communicable diseases; and alcohol, tobacco and other drug use continue to plague our society and most notably our youth.
Comprehensive physical development and health programs offer great potential for enhancing the capacity of students' minds and bodies. Extensive research connects the ability to learn to good health. Healthy minds and bodies are basic to academic success and, in later life, enhance the ability to contribute to a productive work environment.
The benefits of comprehensive health and physical education include promoting a healthy generation of students who are able to achieve their highest potential, reversing the trend of deteriorating health and physical fitness among youth, and helping to lower the cost of health care in the United States.
The goals and standards for physical development and health foster workplace skills, including identifying short- and long-term goals, utilizing technology, following directions, and working cooperatively with others. Problem solving, communication, responsible decision making, and team-building skills are major emphases as well.
Through comprehensive K-12 physical development and health programs, students will achieve active and healthy lives that will enable them to achieve personal goals and contribute to society.?
See https://www.isbe.net/Pages/Physical-Education-and-Health.aspx for more information.
- GOAL 19 - Movement Skills
- GOAL 20 - Physical Fitness
- GOAL 21 - Team Building
- GOAL 22 - Health Promotion, Prevention and Treatment
- GOAL 23 - Human Body Systems
- GOAL 24 - Communications and Decision Making
In junior high, these standards are being met through their physical education classes by using the Glencoe Teen Health series from McGraw Hill Education. This series includes:
- Healthy Relationships and Sexuality
- Tobacco, Alcohol and Other Drugs
- Preventing Disease
- Nutrition and Physical Activity
- Safety and a Healthy Environment
- Mental and Emotional Health
- Building Healthy Relationships
- Health During the Life Cycle
- Building Character and Preventing Bullying
- Conflict Resolution and Violence Prevention
- Your Body Systems
These materials were piloted in 2014 and adopted for all four junior high schools in 2015.
Philosophy Supports Life Skills:
Our goal is to help students become lifelong learners and develop skills for life. This includes supporting students in the process of good decision-making skills. These life skills are supported through health literacy.
Health literacy is helping students in District 15 to become competent in critical thinking and problem solving, promoting a responsible and productive citizen, promoting self-directed learning and effective communication.
Healthy behaviors include actions that promote health, prevent illness, injury, and premature death, and improve the quality of the environment. Examples would include eating a balanced diet, wearing a seatbelt, and even following safety rules and guidelines.
Healthy relationships promote self-esteem and productivity, encourage healthy behaviors, and are free of violence and drug abuse.
Responsible Decision-Making Skills:
Health knowledge is essential in supporting students to make healthy decisions. The responsible decision-making model includes a person who promotes health, protects safety, protects laws, shows respect for self and others, follows guidelines set by responsible adults, and demonstrates good character.
Model for Using Resistance Skills:
Risk factors include ways that a person might behave and characteristics that might threaten safety, health, and well-being of an individual. When risk factors come into play students are encouraged to use the model for using resistance skills. These include: using assertive behavior—just say “no”, avoid saying “no thank you,” use nonverbal behavior that matches verbal behavior, influence others to choose responsible behavior, avoid being in situations in which there will be pressure to make harmful decisions, avoid being with people who choose harmful actions, resist pressure to engage in illegal behavior.
Human Growth and Development:
Our health programs promote an abstinence-based approach to human growth and development. In grades four and five, girls are introduced to the content related to adolescence and changes that occur during puberty including the menstruation cycle. In grade six, all students are introduced to human growth and reproduction. In junior high, students study communicable and noncommunicable diseases, and ways to reduce risks related to adolescent health problems through the McGraw Hill Glencoe Teen Health program.
As a district and community, we feel it is parent's primary responsibility to educate their children on sensitive topics related to the study of human growth and reproduction.