Wyoming - HE K-12 curriculum—SEL (MS): Curricula

Area: 
Curricula
Policy Type: 
standard
Summary: 

State law addresses social and emotional learning.

Wyoming Health Education Content and Performance Standards

HE Standard #3: Problem Solving and Decision Making
Health literate students can communicate for a variety of purposes, including sending and receiving information, providing instruction and persuading others. In their communication repertoire are numerous strategies and techniques they can use to enhance health and to avoid or reduce health risks. In grades K-2, students begin by identifying appropriate communication techniques for a variety of health enhancing and health challenging situations they may encounter. By grade 4 their understanding of appropriate communication techniques increases, including the use of refusal skills to avoid or reduce health risks, and they are able to show how to use basic listening skills. By 6th grade students demonstrate their ability to use listening skills for specific health purposes. Their understanding of communication deepens as they analyze different strategies and techniques for effectiveness. Active listening continues to be important at the next level (7-8), but the focus becomes specific to deciphering meaning from a health message. Students also demonstrate the ability to use effective communication techniques for a variety of purposes. High school students fine tune their communication skills, including refusal, negotiation and collaboration skills, and evaluate the effectiveness of various techniques for different audiences. They also demonstrate critical thinking skills by delineating a speaker’s health arguments or claims and determining if those claims are supported by reason and evidence.


Wyoming Health Education Content and Performance Standards

HE Standard #4: Problem Solving and Decision Making
Health literate students possess personal and social skills that are associated with taking responsible action to enhance health and reduce or avoid health risks for themselves and for others. They can self-manage, self-monitor and self-assess health and health risks. This begins in the early grades (K-2) when students control impulsive behavior and when they identify and describe behavior, goals and strategies that enhance health and reduce or avoid health risks. Once achieved, older students (3-4) can apply a specific goal setting process to their health and they understand how specific behaviors and emotions can impact the health and safety of themselves and of others. Bullying and the role of the aggressor in bullying situations is introduced at this level. By grade 6, students understand the various types of bullying and roles people play in these situations, as well as how individual, social and cultural differences can make people vulnerable to bullying. They can use multiple criteria to set and monitor their personal health goals and they can analyze various factors that affect health, including stress. Stress management, bullying and violence prevention, and setting personal health goals continue to be addressed in 7-8 grades. Goal setting is extended to include making a plan to achieve personal health goals. Stress management incorporates the analysis of age-appropriate factors that impact adolescents’ health. Analyzing the effects of taking action to oppose bullying and describing the impact of bullying on various forms of health are also included in the benchmarks. By high school, the cognitive demand of previous benchmarks increases to include the evaluation of strategies for managing stress and for being respectful to others and the analysis of various cause and effect relationships. At this level, students will demonstrate the ability to manage their health, advocate for the prevention of violence and bullying, and monitor progress toward achieving long-term health goals.

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