This framework emphasizes health literacy for students, i.e., development of the knowledge, skills, and behaviors needed for healthy living. The framework defines four unifying ideas of health literacy that serve as central themes for all content areas and grade levels: (1) acceptance of personal responsibility for lifelong health; (2) respect for and promotion of the health of others; (3) an understanding of the process of growth and development; (4) informed use of health-related information, products, and services; and (5) promotion of health education supported by a comprehensive school health system and sustained by the collaborative efforts of school, family, and community. Seven chapters are organized as follows: (1) "The Vision: Health Literacy, Healthy Schools, Healthy People"; (2) Developing Health Literacy in the Classroom and in the School"; (3) "Health Education"; (4) "Beyond Health Education"; (5) "Assessment of Health Literacy"; (6) "Criteria for Evaluating Instructional Resources"; and (7) "Integration with Other Disciplines." Selected Education Code sections, a paper titled "Integrated Services Center Links School, Family and Community" (Andrea Zetlin and Robert Bilovsky), Project Teach recommendations on preservice teacher training in health education, and a list of publications available from the California Department of Education are appended. (LL)

This document provides guidelines for gang awareness and prevention in the California school system. It is based on the belief that inservice training programs help school staff recognize early signs of gang activity, a necessary step to intervention. Following the introduction, chapter 1 offers descriptive information on gangs and their members, such as gang characteristics, risk factors, types of gangs, reasons for the appeal of gangs, and consequences of membership. The second chapter describes techniques for gang prevention and intervention, which include building self-esteem, preventing and resolving conflict, communicating effectively, resisting peer pressure, enforcing a discipline and conduct code, and creating a secure school. Chapter 3 discusses school and school district responses to gangs, such as graffiti removal teams, school safety and dress code policies, lists of school gang members, search and seizure issues, gang resistance curriculum, and partnerships with other organizations. The final chapter describes the roles to be played by school boards, the school district office, school-site administrators, teachers and school staff, and parents in gang prevention and intervention. Appendices contain California School Board Association (CSBA) sample policies on gangs, dress and grooming, and search and seizure; sample letters; and information on sharing confidential information. State and county contacts are also listed. Contains 43 references. (LMI)

Descriptions of model environmental education projects that were funded by the Environmental Education Grant Program in California from 1983 through 1991. Projects were selected for grants by fitting specific environmental education criteria. The programs encourage efforts and innovations at the school district level to help students learn about their interrelationships with the natural and human environment, practice making decisions which enhance the quality of life and learn to conserve energy and other natural resources. Emphasis is placed on partnerships with local community resources and rethinking science curriculums. Grant projects were also encouraged to restructure curriculum to integrate learning across disciplines and ages. Projects are clearly coded with the environmental concepts emphasized, and include a description of the project, the grades appropriate for the activities, the year the grant was used and school contact information. Projects are designed for a range of ages, from kindergarten through high school.