Fill out the online application on IAHPERD’s website, complete the information found under each tab on the application website, and upload it. 

Payment is available through the online IAHPERD portal or a check for $150.00 made out to IAHPERD and sent to: Marilyn Bloechle, 1030 Shedron Way, Lombard, IL  60148.

Breakdown of Each Tab

The application has several tabs.  Additional resources, Program (curriculum) analysis, Letter of support, Professional development, Roster of Teachers, School Report Card, Student Work, and Blue ribbon renewal. 

Program Analysis Tab

Complete the program analysis and upload that under the program analysis tab.  This is in the form of a Google sheet, so you can add links where required. Many of the instructions are explained on this spreadsheet, but there is additional information here.  If you have questions, email the health blue ribbon chair.  

Section I: Curriculum Criteria

A. Alignment  

The design of a skills-based health curriculum focuses on skill development, functional knowledge, and participatory methods. Skills-based teaching is a paradigm shift in pedagogy. A skills-based approach is not synonymous with hands-on learning.  Skill development follows a process. Students develop knowledge of the skill, understand its value, and develop a strategy for using the skill resulting in a transfer of knowledge and application. Skill development includes introducing the skill, ( the definition, the importance, and its relation to health behaviors), presenting the elements of the skill, modeling the skill, student practice and feedback, and transfer of learning to real-life situations. These are the elements to demonstrate in the required lesson plans, lines 8-14.  Ex: analyzing influences. How do students know what an influence is? Are there positive or negative influences? Ex: Advocacy. How do the students know what it means to advocate for something? What cues do they follow when designing an advocacy piece? 

Section II: Goals and Objectives   

The curriculum should address a variety of topics within multiple dimensions of health. The specific topics and depth of coverage will depend on data, community needs, culture, district and/or school regulations, state mandates, and time dedicated to health education. Objectives are measurable and attainable during the allotted time frame. 

B. Data

Curriculum design is partially determined by data.  Include relevant data on your students’ behaviors that support the decisions to emphasize certain issues in your curriculum. Select data on two different sets of student behavior that correspond to two issues. Ex: perhaps there is a high rate of teen pregnancy in your school, so that would justify emphasizing contraceptives, costs of raising a baby, healthy pregnancy habits, and resources for teen parents. OR perhaps there is a high percentage of non-English speaking parents that necessitate developing certain literacy skills for these students. You can also use data from pre-tests to demonstrate why you are or are not spending time on certain topics. Explain this in the narrative document on line 17. 

III: Functional knowledge 

Functional knowledge is the second aspect of a skills-based curriculum design. This information is usable, applicable, and relevant. This knowledge is not overloaded with facts and does not require extensive memorization. It is the necessary information needed to develop and apply the skills. 

IV: Instruction Criteria 

Participatory methods are the third aspect of a skills-based health curriculum.  A variety of instructional methods is one key to an effective curriculum. Best practices are research-based, theory-driven, and shown to increase student learning. 

Designing meaningful assessments. Assessments determine how well students have learned and internalized what was taught. A key element of assessment is using the results to refine instruction and program evaluation. 

V: Evaluation of Health Program Criteria 

The evaluation process determines the value of the program and the degree to which it helps students meet various sets of standards; district standards, state standards, and/or National standards.  The evaluation also identifies the curriculum’s strengths and weaknesses. During an evaluation process, decisions are made regarding aspects of the curriculum. Comment on this process.   

VI: Administrative Criteria

How your administration and other disciplines support health education is an important piece of the entire education of the student. 

The Whole School, Whole Community, Whole Child model (WSCC) is an approach that coordinates the efforts of many within the school and community to promote healthy behaviors. 

Letter of Support: Provide two letters of support from administrators. 

Roster of Teachers: Provide a document listing the teachers currently in the department who are teaching health

Professional Development: Provide a document that lists the PD for the last five years for department members.  Include organization member numbers. Ex: IAHPERD conference, DuPage Institute Day, ISHA conference, and PD required from your school. 

Upload School Report Card

Student work: Submit one example for each NHES skill. (7 total)