The New Jersey Core Curriculum Content Standards were first adopted by the State Board of Education in 1996. The standards are not curriculum, which is decided at the local level. Rather, the standards describe what students should know and be able to do upon completion of a thirteen-year public school education. The standards are also designed to help teachers prepare our students to be college and career-ready.
Revised every five years, the standards provide local school districts with clear and specific benchmarks for student achievement in nine content areas. Developed by panels of teachers, administrators, parents, students, and representatives from higher education, business, and the community, the standards are influenced by national standards, research-based practice, and student need. The standards define a “Thorough and Efficient Education” as guaranteed in 1875 by the New Jersey Constitution.
The New Jersey Core Curriculum Content Standards include Preschool Teaching and Learning Standards, as well as nine K-12 standards for the following:
21st-Century Life and Careers
Comprehensive Health and Physical Education
Science
Social Studies
Technology
Visual and Performing Arts
World Languages
Standards for Mathematics and Language Arts Literacy are part of the Common Core State Standards initiative coordinated by the Council of Chief State School Officers (CCSSO) and the National Governor’s Association (NGA) in partnership with other national organizations. The New Jersey State Board of Education adopted the Common Core State Standards in 2010. The most recent review and revision of the standards occurred in 2014.” ¹
It should be noted that per the New Jersey Department of Education, standards are addressed on a continuum and student develop mastery of skills over time and in a variety of ways across content areas. D.A.R.E.’s keepin’ it REAL (kiR) elementary curriculum, as much as any singular curriculum, attends to components of the New Jersey Core Curriculum Standards for Comprehensive Health and Physical Education. Beyond the Standards for Comprehensive Health and Physical Education, the D.A.R.E. kiR elementary curriculum also meets Standards for Mathematics and Language Arts Literacy. The D.A.R.E. kiR elementary curriculum goes beyond achieving the letter of the standards in providing students the opportunity to develop relevant real life skills.
D.A.R.E.’s kiR elementary curriculum is aligned with the National Common Core Standards to provide a framework for core instruction in today’s classrooms, thus achieving a high level of confidence of accountability in instructional and prevention goals. The 10 lessons in the D.A.R.E. kiR are aligned with National Common Core 5th grade standards since fifth grade is typically the age level for students introduced to D.A.R.E.’s kiR elementary curriculum. The curriculum meets multiple National Core Standards in the areas of Reading (Literature, Informational Text, and foundational Skills), Writing, Speaking and Listening.
The following is information relative to New Jersey Core Curriculum Content Standards and notation of the sixth grade standards for “alcohol, tobacco and other drugs” standards, as well as other standards attended to by the D.A.R.E. kiR elementary curriculum.
New Jersey Core Curriculum Content Standards for Comprehensive Health and Physical Education
INTRODUCTION
Comprehensive Health and Physical Education in the 21st Century
Health literacy is an integral component of 21st century education. Healthy students are learners who are “knowledgeable, productive, and also emotionally and physically healthy, motivated, civically engaged, prepared for work and economic self-sufficiency, and ready for the world beyond their own borders” (ASCD, 2004). As part of the state’s initiative to prepare students to function optimally as global citizens and workers, the contemporary view of health and physical education focuses on taking personal responsibility for one’s health through an active, healthy lifestyle that fosters a lifelong commitment to wellness. The mission and vision for comprehensive health and physical education reflects this perspective:
Mission: Knowledge of health and physical education concepts and skills empowers students to assume lifelong responsibility to develop physical, social, and emotional wellness.
Vision: A quality comprehensive health and physical education program fosters a population that:
Maintains physical, social, and emotional health by practicing healthy behaviors and goal setting.
Engages in a physically active lifestyle.
Is knowledgeable about health and wellness and how to access health resources.
Recognizes the influence of media, technology, and culture in making informed health-related decisions as a consumer of health products and services.
Practices effective cross-cultural communication, problem solving, negotiation, and conflict resolution skills.
Is accepting and respectful of individual and cultural differences.
Advocates for personal, family, community, and global wellness and is knowledgeable about national and international public health and safety issues.
Intent and Spirit of the Comprehensive Health and Physical Education Standards
All students participate in a comprehensive, sequential, health and physical education program that emphasizes the natural interdisciplinary connection between wellness and health and physical education. The standards provide a blueprint for curriculum development, instruction, and assessment that reflects the latest research-based platform for effective health and physical education programs. The primary focus of the standards is on the development of knowledge and skills that influence healthy behaviors within the context of self, family, school, and the local and global community. The 2014 revised standards incorporate the current thinking and best practices found in health and physical education documents published by national content-specific organizations as well as public health and other education organizations and agencies.
Revised Standards
The Comprehensive Health and Physical Education Standards provide the foundation for creating local curricula and meaningful assessments. Revisions to the standards include cumulative progress indicators that reflect:
An emphasis on health literacy, a 21st century theme
Global perspectives about health and wellness through comparative analysis of health-related issues, attitudes, and behaviors in other countries
Inclusion of additional skills related to traffic safety, fire safety, and accident and poison prevention
Increased awareness of and sensitivity to the challenges related to individuals with disabilities
Health Literacy includes:
Obtaining, interpreting, and understanding basic health information and services and using such information and services in ways that are health enhancing.
Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance, and stress reduction.
Using available information to make appropriate health-related decisions.
Establishing and monitoring personal and family health goals.
Understanding national and international public health and safety issues.
Comprehensive Health and Physical Education 2.3 Drugs and Medicines B. Alcohol, Tobacco and Other Drugs
Content Area
Comprehensive Health and Physical Education
Standard
2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle.
Strand
B. Alcohol, Tobacco, and Other Drugs
By the end of grade
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
6
There is a strong relationship between individuals whoAbuse drugs and increased intentional and unintentionalHealth-risk behaviors.
2.3.6.B.2
Relate tobacco use and the incidence of disease.
2.3.6.B.3
Compare the effect of laws, policies, and procedures on smokers and nonsmokers.
2.3.6.B.4
Determine the impact of the use and abuse of alcohol on the incidence of illness, injuries, and disease, the increase of risky health behaviors, and the likelihood of harm to one’s health.
2.3.6.B.5
Determine situations where the use of alcohol and other drugs influence decision-making and can place one at risk.
Strengths of D.A.R.E.’S kiR curriculum as it relates to the achieving standards:
The D.A.R.E. Keepin’ it REAL (kiR) curriculum is a multicultural, school-based substance use prevention program for students 12-14 years old. Keepin’ it REAL uses a 10-lesson curriculum taught by trained classroom teachers in 45-minute sessions over 10 weeks. The D.A.R.E. kiR elementary curriculum and supporting curricular materials are designed to help students assess the risks associated with substance experimentation, use, and abuse, enhance decision-making and resistance strategies, improve antidrug normative beliefs and attitudes, and reduce substance use. The theme of safe and responsible healthy choices is carried out in each lesson.
The design of D.A.R.E.’s kiR is based on the Socio-Emotional Learning Theory (SEL). SEL identifies fundamental. Basic skills and developmental processes needed for healthy development. The curriculum employs SEL theory to provide youth skills to control their impulses and give considerable thought to risks and consequences resulting in more responsible choices.
The D.A.R.E. kiR lessons are organized to employ delivery by scaffolding process, starting with the basics about responsibility and decision-making and then building in a manner allowing them to develop skills appropriate to their real life situations.
The D.A.R.E. Decision Making Model is introduced in the first lesson and then applied in each subsequent lesson. This offers students a practical model that can be used in a wide variety of situations they may encounter, both now and in the future. Students are encouraged to use the model and higher level thinking skills at school, at home with their families, and also by being good citizens in the community.
In lesson two students are provided with facts and health effects of tobacco, alcohol and marijuana using a “Did You Know” chart. They use the information to process their answers and respond by filling in the correct answers in their planners.
In lessons two through seven students are presented with scenarios that relate to either alcohol, tobacco or marijuana and are encouraged to refer back to the information in this lesson as they use the DARE Decision Making Model. This method gives students repeated opportunities to apply information they have learned regarding both tobacco and alcohol while also using newly acquired skills such as peer pressure refusal skills, effective communication strategies, and ways to manage stress.
Lessons eight and nine provide valuable opportunities for students to define and recognize the characteristics of bullying and identifying bullying behavior, as well as safe ways to report bullying. The D.A.R.E Decision Making Model continues to be a successful tool to practice skills needed in dealing with bullying and also ways to be a “Good Citizen.” Lesson eight also provides a template for conducting an interview that students may use to talk with a trusted adult using the 5 W’s about a time someone helped them and why it is important to help others.
Lesson 10 deals with Help Networks where students might go if they need help, encouragement, advice, protection, or guidance. After a facilitated discussion, students record names of trusted people or resources that could provide help.
Short video clips are utilized to introduce and close the lessons which provide a visually engaging strategy for priming and pre-exposure to the lesson content. The use of age appropriate stories and situations is a method for students to relate to their real life experiences. Students utilize their planners to record new vocabulary each week to provide reinforcement of key concepts and terms.
Each lesson concludes with a review and then a journaling activity that provides a reflection of what they have learned in the lesson, and also asks them to think of a way they can apply what they learned in the coming week. This activity promotes higher level thinking and encourages written expression of thoughts, feelings and possible positive resolution to similar situations they might encounter.
Lessons are designed for a facilitation style presentation that provides for all students to be engaged in the lessons using active learning strategies and higher order thinking. Questions are open-ended and encourage students to discuss the “why” the information is important and the application for their personal situations.
In class D.A.R.E.’s kiR elementary curriculum activities are carried into the homes of students through use of the D.A.R.E. Family Talk take home activity sheets. The D.A.R.E. Family Talk activity sheets provide an organized vehicle for students to engage an adult in their lives, wherein the student and adult discuss topics relative to that days D.A.R.E. kiR instruction. This activity reinforces student learning and accomplishes a connection between the officer, classroom, and the family. These sheets provide parents information regarding what was learned in class and questions to further discussion within the home about relevant topics or concerns.
Instruction is given in planning and writing a D.A.R.E Report or essay regarding what they have learned about being safe and responsible and ways they can use the D.A.R.E. Decision Making Model to make healthy, safe and responsible choices in the future.
Writing the essay, completing the good citizen interview, weekly journal writing, as well as written responses to the scenarios in each lesson provide skill building practice and reinforcement in language arts, critical thinking, and decision-making.
In conclusion, the New Jersey educational standards are addressed in each of the lessons and utilize best practices in prevention education standards. The introduction to the curriculum provides a chart identifying National Core Curriculum Standards that are met in the lessons.
Other New Jersey Core Curriculum Content Standards for Comprehensive Health and Physical Education Attended to by D.A.R.E.‘s kiR Elementary Curriculum
Content Area
Comprehensive Health and Physical Education
Standard
2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
Strand
A. Personal Growth and Development
By the end of grade
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
6
Staying healthy is a lifelong process that includes all dimensions of wellness.
2.1.6.A.1
Explain how health data can be used to assess and improve each dimension of personal wellness.
2.1.6.A.2
Relate how personal lifestyle habits, environment, and heredity influence growth and development in each life stage.
Content Area
Comprehensive Health and Physical Education
Standard
2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
Strand
E. Social and Emotional Health
By the end of grade
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
6
Social and emotional development impacts all components of wellness.
2.1.6.E.1
Examine how personal assets and protective factors support healthy social and emotional development.
Respect and acceptance for individuals regardless of gender, sexual orientation, disability, ethnicity, socioeconomic background, religion, and/or culture provide a foundation for the prevention and resolution of conflict.
2.1.6.E.2
Make recommendations to resolve incidences of school and community conflict, violence, harassment, gang violence, discrimination, and bullying.
Stress management skills impact an individual’s ability to cope with different types of emotional situations.
2.1.6.E.3
Compare and contrast ways that individuals, families, and communities cope with change, crisis, rejection, loss, and separation.
Content Area
Comprehensive Health and Physical Education
Standard
2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
Strand
A. Interpersonal Communication
By the end of grade
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
6
Effective communication may be a determining factor in the outcome of health- and safety-related situations.
2.2.6.A.1
Demonstrate verbal and nonverbal interpersonal communication in various settings that impact the health of oneself and others.
Effective communication is the basis for strengthening interpersonal interactions and relationships and resolving conflicts.
2.2.6.A.2
Demonstrate use of refusal, negotiation, and assertiveness skills in different situations.
Content Area
Comprehensive Health and Physical Education
Standard
2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
Strand
B. Decision Making and Goal-Setting
By the end of grade
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
6
Every health-related decision has short- and long-term consequences and affects the ability to reach health goals.
2.2.6.B.1
Use effective decision-making strategies.
2.2.6.B.2
Predict how the outcome(s) of a health-related decision may differ if an alternative decision is made by self or others.
2.2.6.B.3
Determine how conflicting interests may influence one’s decisions.
2.2.6.B.4
Apply personal health data and information to support achievement of one’s short- and long-term health goals.
Content Area
Comprehensive Health and Physical Education
Standard
2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
Strand
C. Character Development
By the end of grade
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
6
Personal core ethical values impact the behavior of oneself and others.
2.2.6.C.1
Explain how character and core ethical values can be useful in addressing challenging situations.
Character building is influenced by many factors both positive and negative, such as acceptance, discrimination, bullying, abuse, sportsmanship, support, disrespect, and violence.
2.2.6.C.2
Predict situations that may challenge an individual’s core ethical values.
2.2.6.C.3
Develop ways to proactively include peers with disabilities at home, at school, and in community activities.
Content Area
Comprehensive Health and Physical Education
Standard
2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
Strand
D. Advocacy and Service
By the end of grade
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
6
Participation in social and health- or service-organization initiatives have a positive social impact.
2.2.6.D.1
Appraise the goals of various community or service-organization initiatives to determine opportunities for volunteer service.
2.2.6.D.2
Develop a position about a health issue in order to inform peers.
Content Area
Comprehensive Health and Physical Education
Standard
2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
Strand
E. Health Services and Information
By the end of grade
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
6
Health literacy includes the ability to compare and evaluate health resources.
2.2.6.E.1
Determine the validity and reliability of different types of health resources.
Communicating health needs to trusted adults and professionals assists in the prevention, early detection, and treatment of health problems.
2.2.6.E.2
Distinguish health issues that warrant support from trusted adults or health professionals.
Content Area
Comprehensive Health and Physical Education
Standard
2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle.
Strand
A. Medicines
By the end of grade
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
6
Medicines come in a variety of forms (prescription medicines, over-the-counter medicines, medicinal supplements), are used for numerous reasons, and should be taken as directed in order to be safe and effective.
2.3.6.A.1
Compare and contrast short- and long-term effects and the potential for abuse of commonly used over-the-counter and prescription medicines and herbal and medicinal supplements.
2.3.6.A.2
Compare information found on over-the-counter and prescription medicines.
Content Area
Comprehensive Health and Physical Education
Standard
2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle.
Strand
C. Dependency/Addiction and Treatment
By the end of grade
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
6
Substance abuse is caused by a variety of factors.
2.3.6.C.3
Determine the extent to which various factors contribute to the use and abuse of alcohol, tobacco, and other drugs by adolescents, such as peer pressure, low self-esteem, genetics, and poor role models.
There are many ways to obtain help for treatment of alcohol, tobacco, and other substance abuse problems.
2.3.6.C.4
Determine effective strategies to stop using alcohol, tobacco and other drugs, and that support the ability to remain drug-free.
Content Area
Comprehensive Health and Physical Education
Standard
2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle.
Strand
A. Relationships
By the end of grade
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
6
Healthy relationships require a mutual commitment.
2.4.6.A.1
Compare and contrast how families may change over time.
2.4.6.A.2
Analyze the characteristics of healthy friendships and other relationships.
2.4.6.A.3
Examine the types of relationships adolescents may experience.
2.4.6.A.4
Demonstrate successful resolution of a problem(s) among friends and in other relationships.
Content Area
Comprehensive Health and Physical Education
Standard
2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle.
Strand
B. Strategy
By the end of grade
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
6
There is a relationship between applying effective tactical strategies and achieving individual and team goals when competing in games, sports, and other activity situations.
2.5.6.B.1
Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, team and group activities.
2.5.6.B.2
Compare and contrast strategies used to impact individual, team and group effectiveness and make modifications for improvement.
Content Area
Comprehensive Health and Physical Education
Standard
2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle.
Strand
C. Sportsmanship, Rules, and Safety
By the end of grade
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
6
Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the event.
2.5.6.C.1
Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior.
2.5.6.C.2
Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.
Language Arts Standards met by D.A.R.E.’s kiR Elementary Curriculum
Text Types and Purposes:
CCSS.ELA-Literacy.W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.6.1.a
Introduce claim(s) and organize the reasons and evidence clearly.
CCSS.ELA-Literacy.W.6.1.b
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.6.1.c
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
CCSS.ELA-Literacy.W.6.1.e
Provide a concluding statement or section that follows from the argument presented.
CCSS.ELA-Literacy.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.6.2.a
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.6.2.b
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-Literacy.W.6.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.6.2.f
Provide a concluding statement or section that follows from the information or explanation presented.
CCSS.ELA-Literacy.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.W.6.3.c
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
CCSS.ELA-Literacy.W.6.3.e
Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing:
CCSS.ELA-Literacy.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-Literacy.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)
Build and Present Knowledge:
CCSS.ELA-Literacy.W.6.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
CCSS.ELA-Literacy.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Kindergarten-Grade 12
¹ The State of New Jersey Department of Education http://www.state.nj.us/education/cccs/
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