Key Points made by presenters

• Understanding the Social Outcomes of Learning(OECD)
  This 2007 report focuses on two broad areas: health, and civic and social engagement. In general, better educated people are healthier, and take more part in civic activities.Comprendre l'impact social de l'éducation(French)
  
  
• Understanding the Social Outcomes of Learning - Summary in English(OECD, 2008)
  Understanding the Social Outcomes of Learning - Summary in German , pdf,(German
  Understanding the Social Outcomes of Learning - Summary in Spanish , pdf,(Spanish)
  
  
• Understanding the Social Outcomes of Learning
  Education is vital for economic success, both at the national and the individual level. But education also has significant social effects. This 2006 report is OECD’s first attempt to gather and synthesise developments in measuring these social effects.
  
• Podcast: Social Outcomes of Learning
  A 2007 interview of Tom Schuller, Head of CERI, for the release of Understanding the Social Outcomes of Learning
  
  
• Measuring the Social Outcomes of Learning Meetings and Conferences
  Reports on meetings and conferences on SOL

• Health Education & Physical Education PowerPoint(Maine Dept of Education)
  Provides an introduction to the Learning Results revision process, changes in structure and content, and potential considerations for implementing the revised standards.Narration Notes to the Health Education & Physical Education PowerPoint inPDFandRTF (text only)formats.
  
  
• Maine’s Comprehensive Assessment System
  When the Maine State Legislature adopted theLearning Resultsin 1996, it established learning standards for all Maine students educated at public expense. The legislation also required that a new system for assessing student progress be established. This assessment system has several components. The State components include the Maine Educational Assessment that is given to students in grades 3-8. Individual student scores are reported in reading and mathematics for all students in grades 3-8, with additional student scores in writing reported at 5 and 8 and science reported at 4 and 8. Another State component is the Maine High School Assessment that is given to students in grade 11. Individual student scores are reported for critical reading, mathematics, writing and science. Local assessment will include a variety of assessments.
  The Comprehensive Assessment System is designed to serve three purposes:
  

  • inform and guide teaching and learning;
  • monitor and hold educational units accountable in achieving theLearning Results; and
  • certify achievement of Maine’sLearning Results.

• Health and Safety Education (South Carolina)While the Office of Curriculum and Standards facilitates the revision of the curriculum standards in health and safety, theOffice of Adult and Community Educationprovides statewide leadership and services to schools and districts in this area.South Carolina Healthy Schools (SCHS)is an initiative that focuses on improving children's and adolescent's well being by working with the school environment to encourage positive healthful behaviors. Healthy Schools promotes a multi-component model that involves schools and communities working together to improve health and physical education, social and emotional health, nutrition and health services, staff wellness, and a healthy and safe environment. This model, based on research by theCenters for Disease Control and Prevention (CDC), attempts to address the most serious risk behaviors that effect South Carolina youth. South Carolina Healthy Schools is an effort to promote school/community collaboration around local child and adolescent issues to positively impact all dimensions of health, academic performance, and asset development.

• Health and Safety Curriculum Standards(South Carolina)
  

• Health Education Assessment Project(Council of State School Supervisory Officers)
  The SCASS Health Education Assessment Project began in 1993. The mission of the project is to develop effective health education assessment resources through a collaborative process, and to increase members' capacity to align curriculum, instruction, and assessment to improve student health literacy through improved health education instruction. The project has developed a variety of assessment materials that are appropriate for use by teachers at the classroom level, and for use in district and large-scale assessments of health education at the elementary, junior high/middle school, and high school levels. In addition, the project has developed a variety of professional development materials to support teacher training in standards-based health education and assessment.The HEAPDistance Learning Initiativeand the HEAPWeb-based Assessment Systemhave been instrumental in helping member states in aligning curriculum, instruction, and assessment, The HEAP Distance Learning Initiative supports a five module professional development course on standards-based health education and assessment that can be personalized with state-specific resources. It also contains a section that helps members develop the technology skills they need to adapt the system for use in their states.The HEAP Web-based Assessment System houses approximately 1900 assessment items that allow teachers in member states to search for items by a variety of criteria (i.e., health content, skill, grade level, item type), and easily create tests to assess students' acquisition of knowledge and skills in health education. The system allows for online assessment, so that students can receive immediate feedback and teachers are provided data that can guide instructional improvement. For the researcher, the web-based assessment system provides the framework to conduct studies using the HEAP assessment items to ascertain if the health instruction provided has resulted in an increase in student health literacy. This technology also allows the HEAP to collaboratively develop new assessment items more efficiently and cost-effectively.
  

• Trends Shaping Education(OECD)Education is influenced by the world we live in. The new OECD book "Trends Shaping Education" looks at specific impacts on schooling of things happening elsewhere in our lives, from climate change and the growth of the Internet to changing lifestyles and family structures. Does the diversification of family forms mean a changing balance of responsibilities between the school and the home? And what is the impact on schooling of other phenomena, from the rise of obesity to the spread of mobile phones?

Policy Advice and Tools

• Underrstanding the Brain: The Birth of a Learning Science(OECD)
  This book provides new insights about learning, synthesing existing and emerging findings from cognitive and brain science.
  
• Innovating to Learn, Learning to Innovate(OECD)
  This book summarises and discusses key findings from the learning sciences, shedding light on the cognitive and social processes that can be used to redesign classrooms to make them highly effective learning environments.
  

Assessment & Evaluation Tools

• Health Education Curriculum Analysis Tool(CDC)
  The Health Education Curriculum Analysis Tool (HECAT) can help school districts, schools, and others conduct a clear, complete, and consistent analysis of health education curricula based on theNational Health Education Standardsand CDC’s
• Characteristics of Effective Health Education Curricula. The HECAT results can help schools select or develop appropriate and effective health education curricula and improve the delivery of health education. The HECAT can be customized to meet local community needs and conform to the curriculum requirements of the state or school district.

Advice and Tools on Monitoring and Reporting of Health Education Results