Table IV.

Selected information from formative assessment concerning classroom curriculum

Attribute	Site 1		Site 2		Site 3		Site 4
	School A	School B	School C	School D	School E	School F	School G	School H
Type of health education in existing curriculum	No formal health curriculum. PE teacher uses a variety of sources. Some teachers teach health, based on their own experience.	Up to the individual teacher. Some teachers use ‘out-of-date’ health book…‘some are not touching on health’.	Taught by school nurse. They follow state guidelines for AIDS curriculum. Use Growing Healthy issues and the Food Pyramid.	PE teacher teaches about health, nutrition, aerobics, AIDS for grades 5–8. Classroom teachers teach same for grades 1–4.	Health curricula in library; health books, work books, challenge sheets (one set shared among 12 classrooms). Also Jump Rope for Heart (AHA).	Substance abuse curriculum: ‘BABE, DARE, BEAUTY, WAY’. Incomplete curriculum kits.	Growing Healthy: a developmental program.	Health curriculum taught last 3 months of school in place of science; twice a week for 30–45 min
Process for modifying curriculum	Teachers make recommendations; School Improvement Team contributes. Large-scale modifications must be approved by school board.	No specific process. Principal plans to make changes herself over summer. Teachers will review it with her.	Must go through board action.	Curriculum committee, then reviewed by school board.	BIA Chinle Agency curricula committee.	Grade level teacher to school committee/principal to district-wide committee to school board.	Teacher training, followed by implementation.	Teachers should be included in curriculum development. They do not like ones just handed to them.
Types of classroom activities that interest students	Puzzles, word games, contests, things that challenge, group work, continuous rewards, activities that incorporate their interests/way things are at home.	Hands-on activities, things on computer, teamwork (work better because responsible for others, getting physically involved, children learn when they teach other children).	Hands-on experiences, film strips, video.	Food, a point system, reward system, instant gratification.	Hands-on, limited lecture, highly visual.	Hands-on, show and do, limited lecture, activities that apply to lessons, problem-solving strategies.	Films, games, sharing sessions; hands-on activities, group activities and games.	Those that involve student participation, e.g. making applesauce.