Louisiana Administrative Code › Title 28 - EDUCATION › Part LIX - Bulletin 103-Louisiana Health Education Content Standards › Chapter 5 - Health Education Content Standards, Benchmarks and Grade-Level Expectations (GLEs) › Section LIX-523 - Definitions [Formerly Section 105]

Current through Register Vol. 50, No. 6, June 20, 2024
Adolescent Risk Behaviors
-behaviors
				  identified by the U.S. Centers for Disease Control and Prevention (CDC) as
				  being the most influential in the health of our nation's youth. These behaviors
				  include avoidance of:
1. tobacco use;
2. dietary patterns that contribute to disease, sedentary
				  lifestyle, sexual behaviors that result in HIV infection/other STDs and
				  unintended pregnancy, alcohol and other drug use; and
3. behaviors that result in unintentional and intentional
				  injuries.
Critical Thinker and Problem
				  Solver
-health-literate individuals are critical thinkers and problem
				  solvers who identify and creatively address health problems and issues at
				  multiple levels, ranging from personal to international. They use a variety of
				  sources to access the current, credible, and applicable information required to
				  make sound health-related decisions. Furthermore, they understand and apply
				  principles of creative thinking along with models of decision-making goal
				  setting in a health-promotion context.
Effective Communicators
-health-literate
				  individuals who organize and convey beliefs, ideas and information about health
				  through oral, written, artistic, graphic, and technologic mediums are effective
				  communicators. They create a climate of understanding and concern for others by
				  listening carefully and responding thoughtfully and presenting a supportive
				  demeanor which encourages others to express themselves. They conscientiously
				  advocate for positions, policies, and programs that are in the best interest of
				  society and intended to enhance personal, family, and community health.
Health Education Standards
-standards
				  specify what students should know and be able to do. They involve the knowledge
				  and skills essential to the development of health literacy. That "knowledge"
				  includes the most important and enduring ideas, issues and concepts in health
				  education. Those "skills" include the ways of communicating, reasoning, and
				  investigating which characterize health education. Health Education standards
				  are not merely facts, rather, they identify the knowledge and skills students
				  should master to attain a high level of competency in health education.
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 which
				  are health enhancing.
Institution for Higher Education
-a college
				  or university that awards undergraduate degrees and that may include programs
				  of professional preparation for teachers.
Local Education Agency
-the organization
				  that has the responsibility for overseeing the public education of students
				  within a community.
Performance Indicator
-specific concepts and
				  skills which fourth-, eighth-, and eleventh-grade students should know and be
				  able to do to achieve the National Health Education Standards. They are
				  intended to help educators focus on the essential knowledge and skills basic to
				  the development of health-literate students. They serve the same purpose as the
				  benchmarks in other standards documents. The performance indicators form a
				  blueprint for organizing student assessment.
Responsible, Productive
				  Citizens
-individuals who realize their obligation to ensure that their
				  community is kept healthy, safe, and secure so that all citizens can experience
				  a high quality of life. They also realize that this obligation begins with
				  oneself. That is, they are responsible individuals who avoid behaviors which
				  pose a health or safety threat to themselves and/or others, or an undue burden
				  on society. Finally, they apply democratic and organizational principles in
				  working collaboratively with others to maintain and improve individual, family,
				  and community health.
School Health Education
-one component of
				  the comprehensive school health program. This component includes the
				  development, delivery, and evaluation of a planned instructional program and
				  other activities for students pre-school through grade 12, for parents, and for
				  school staff. It is designed to positively influence the health knowledge,
				  attitudes, and skills of individuals.
School Health Educator
-a practitioner who
				  is professionally prepared in the field of school health education, meets state
				  teaching requirements, and demonstrates competence in the development,
				  delivery, and evaluation of curricula for students and adults in the school
				  setting that enhance health knowledge, attitudes, and problem-solving
				  skills.
Self-Directed Learner
-health-literate
				  individuals are self-directed learners who have a command of the dynamic,
				  changing health promotion and disease prevention knowledge base. They use
				  literacy, numeracy, and critical thinking skills to gather, analyze, and apply
				  health information as their needs and priorities change throughout life. They
				  also apply interpersonal and social skills in relationships to learn from and
				  about others and, as a consequence, grow and mature toward high-level
				  wellness.
State Education Agency
-the department of
				  state government that has the responsibility for overseeing the public
				  education of students within the state.
State Health Agency
-the department of state
				  government that has the responsibility for recording and overseeing the health
				  of citizens within the state.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:24.4 et
				  seq.