Coordinated School Health Initiatives

1. Coordinated School Health Initiatives Nick Drzal, MPH, RD Michigan Department of Education Grants Coordination & School Support Office Coordinated School Health & Safety Programs Lisa Grost, MHSA Michigan Department of Community Health Cardiovascular Health Nutrition and Physical Activity

2. Vision Statement • School-aged children are socially, emotionally and physically healthy and engaging in behaviors that promote lifelong health and academic achievement within a supportive family, school and community environment.

3. State School HealthVision Priorities • Teach healthy behaviors and skills to all students. • Ensure that social, emotional and physical health services available to all students. • Create environments that support health behaviors.

4. MDE Role & Function • Provide leadership, technical assistance and support for efforts designed to promote student health

5. Intentional and unintentional injuries Sexual risk behaviors Alcohol/drug use Tobacco use Physical inactivity Poor eating habits Special Projects: Asthma, Sun Safety Key Health Problems

6. Content Standards and Benchmarks Model State Curriculum Grade Level Content Expectations State Board Policies Assessment and Evaluation Surveillance Resources and Tools Key Education Focus

7. Presentation Objectives Provide an overview of Coordinated School Health Initiatives and how they can change school systems. Share research on links between health status and academic achievement Share success stories and resources Encourage you to become a coordinated school health advocate.

8. Making the Connection: Health and Student Achievement Through Coordinated School Health Programs www.thesociety.org © 2002 Association of State and Territorial Health Officials (ASTHO) and the Society of State Directors of Health, Physical Education and Recreation (SSDHPER)

9. Is student health themissing piece in school reform?

10. How are school health programs administered today?

11. Coordinate Health Initiatives… THE WAY WE DO BUSINESS!

12. Uncoordinated Efforts = Missed Opportunities

13. Missed Opportunities

14. Coordinated Efforts = Endless Opportunities

15. Endless Opportunities

16. Coordinating School Health Programs Leads to Success

17. Coordinated School Health Program Model (CSHP)

18. THE WAY WE DO BUSINESS!!!

19. Not one more thing to do but another way to do our thing.

20. Good Health is NecessaryforAcademic Success

21. Coordinated School Health Initiatives: • Empowers students with the knowledge, skills, and judgment to help them make smart choices in life. • Engages parents, families and communities • Helps keep kids healthy over time by reinforcing positive behaviors • Supports learning and school success

22. CSHI Are… Centered on the Needs of Our Children • Increase connectedness • Identify and build upon youth assets • Develop life skills and sense of competence

23. CSHI Are… Systematic in its Approach • Assess needs and resources • Prioritize • Plan • Implement • Monitor, evaluate, and refine

24. CSHI Are… Built on a Team Effort • Coordination between School Health Councils and School Health Teams • Partnerships • Involvement of students, families, and communities • Link to School Improvement Plan, School-Based Site Management

25. CSHI Are… Rigorous • Builds on accurate data • Utilizes sound science • Aims to eliminate gaps and redundancies

26. 8 Volunteers NeededUpfront & Center

27. Health Education Family/ Community Involvement Physical Education Health Promotion for Staff Health Services Healthy School Environment Nutrition Services Counseling, Psychological & Social Services Coordinated School Health Team

28. TEAMWORK IS…CRITICAL forTEAM SUCCESS

29. There is No“I”inTEAM!

30. How do the components of a CSHPimpact behavior or academic achievement?

31. It is difficult for students to be successful in school if they are: Sick Using alcohol or other drugs Hungry Abused Depressed Tired Being bullied Stressed Good Health IS Necessary for Academic Success

32. Family & Community Component • Students with greater parent involvement show: • Higher grades • Higher test scores • Better attendance • More consistently completed homework • Henderson, 1987

33. Family & Community Component • Schools with strong community activity programs report: • Increased student academic achievement • Reduced school suspension rates • Improved student behaviors • Nettles, 1991; Allen, Philliber, Herring, and Kupermine 1997

34. Comprehensive School Health Education Component • Students participating in health education show: • Increased knowledge, skills and health practices • Connell, Turner, and Mason, 1985 • Decreased risky behaviors • Botvin, Baker, Dusenbury, Tortu, and Botvin, 1990 • Dent, Sussman, Stacy, Craig, Burton, and Flay, 1995

35. School Health ServicesComponent • Schools with school-based health centers report: • Increased school attendance • Decreased drop-outs and suspensions • Fewer teen pregnancies • Higher graduation rates • McCord, Klein, Foy, and Fothergill, 1993 • Walters, 1996

36. School Nutrition ServicesComponent • Schools with school breakfast programs show: • Increased academic achievement • Improved student attention • Reduced school nurse visits • Decreased behavior problems • Murphy, Pagano, Nachmani, • Sperling, Kane, and Kleinman, 1998

37. Counseling, Psychological and Social Services Component • School intervention combining teacher training with parent education showed: • Increased student attachment to school • Less school misbehavior • Better academic achievement • Hawkins, Catalano, Kosterman, Abbott, and Hill, 1999

38. Counseling, Psychological and Social Services Component • Parent-child and parent-teacher communication intervention resulted in • improved student academic performance - Bowen, 1999

39. Healthy School Environment Component • Students who felt a strong social bond to their school were: • More attentive in class. • Less likely to misbehave. • Simons-Morton, Crump, Haynie, and Saylor, 1999

40. Physical Education Component • Physical activity is positively associated with academic performance • Dwyer, Blizzard, and Dean, 1996 • Student physical education involvement did not negatively impact student test scores. • Sallis, McKenzie, Kolody, Lewis,Marshall, and Rosengard, 1999 • Shephard, 1996 • Dwyer, Coonan, Leitch, Hetzel, and Baghurst, 1983

41. Staff Wellness Component • Teachers participating in a health promotion program focusing on exercise, stress management, and nutrition reported: • Lower body weight • Lower stress levels • Higher exercise participation • Higher well-being levels • Blair, Collingwood, Reynolds, Smith, • Hagan, and Sterling, 1984

42. Staff Wellness Component • “Healthy” teachers were: • Less absent • More energetic • More optimistic • Symons, Cummings, and Olds, 1994

43. Policy Adoption&Tipping Point

44. What’s Your Districts Story and Who Will Help You Tell It? • Systems Change Dynamics • Behavior is affected by multiple levels of influence • Examples: • Seat belt usage (20 years ago) and 2004 Click It or Ticket Campaign • Drinking and Driving • Science-based, • Public identifies a need for change, and • People enact behavior or environmental change agents

45. The Tipping Point –Malcolm GladwellHow Little Things Can Make a Big Difference • Ideas (or P/policy) behave like epidemics • Ideas can be tipped by: • Who transmits it; • The nature of the idea itself; and • The environment or context of the idea • Ex: Teen alcohol related accidents at Prom = after prom all night parties led by parents and educators trying to prevent further incidents

46. The Tipping Point • Cultivate Connectors, Mavens and Salesmen • Connectors – Social Butterflies i.e. networkers • Mavens – Just the Facts i.e. researchers • Salesmen - Persuasion i.e. media • Who are or could be the Connectors, Mavens and Salesmen for your team to spread your message?

47. Sphere of Influence Society National, State • Big “P” Policy • Society: Advocacy, Science • Small “p” policy • Community: Schools • Organizational: Hospitals, Churches, Corporations, Providers • Interpersonal/ Individual – Media, Patient Education Community County, Municipality, Coalitions Organizational Organizations, Social Institutions Interpersonal Family, Friends, Social Networks Individual Knowledge, Skills, Attitudes, and Behaviors

48. Policies and Procedures • Policies • Typically express what should be done, why it should be done, and who should do it. • Regulations and Procedural Guidelines • Outline the details of how to accomplish the policy’s goals.

49. A Good Policy is YourBest Defense • Clearly written policies that reflect thorough research, sound judgment, and careful planning stave off the maiming accusations of uninformed critics… • It is surprising how much thoughtful policy work gets done if the board will routinely set aside part of every meeting to discuss policy issues rather than immediate needs. • National School Boards Association

50. A Policy Is Only Effective When It Is… • Shared • Responsive to a need • Consistently voiced • Clear how to turn the policyinto practice • Consistently implemented • Consistently enforced