HSRC Report and Healthy School Improvement Plan

1. HSRC Report and Healthy School Improvement Plan Michiana CSHP Leadership Institute October 2008

2. HSRC Implementation Plan HSRC Summary report Healthy School Improvement Plan What will We Review?

3. Objectives • Manage preparation a HSRC summary report • Facilitate development of a Healthy School Improvement Plan (HSIP) based on HSRC results. • Track progress toward completing your HSIP

4. Systemic, Multi-Component CSHP Delivery Platform Policy and Planning Coordination School Health Education Social- Emotional Climate Family & Community Involvement Facilities, Transport and Safety Staff Health Promotion School Health Services Counseling, Psychological, &Soc. Services Physical Education & Activity Nutrition Services Holistically Address Any Health Problems/Issues

5. Organizing (pp. 21-44 Groundwork Planning Scoring (pp. 47-107) Common Understandings Gather Information Input and Interpret data Reporting Using results Implementation Guideance

6. Current Phase • Reporting/Reporting Tools (pp. 111-121) • Prepare a work group summary report • Share reports across committees • Draft an overall summary • Disseminate the report • Using Results/Results Tools (p. 125-134) • Develop a plan based on prioritized recommendations • Track your progress

7. Reporting

8. Reporting Tools (pp. 117-121) • Developing Work Group Summary Reports • Sample Work Group Report Format • Sharing Work Group Summary Reports • Full Summary Report* • Disseminating the Summary Report * New ASCD resource—example report and report shell

9. Healthy School Improvement Plan

10. “It is through interpersonal neural networking on a grand scale, moreover, that the best ideas are generated, critiqued, and refined…..communities of mind emerge from such networking to solve difficult problems, create better systems, and invent new technologies.” Leading with the Brain in Mind 101 Brain-Compatible Practices for Leadership Dickman, Stanford-Blair, and Rosati-Bojar (2004)

11. Using Results Tools (pp. 117-121) • Developing Plans • HSIP Plan Chart: Short Term* • HSIP Plan Chart: Short Term* • Tracking Your Progress * New ASCD Resource—Planning Charts with Objectives included

12. EvaluatingCSHP Implementation from Start to Finish

13. Two Foci of Evaluation • CSHP (HSRC Characteristics 1-2) • Coordination, including essential structures • Policy, Planning and Evaluation • Separate aspects (HSRC Characteristics 3-11) • CSHP components/characteristics • Health issues across components/characteristics

14. RELATIONSHIP BETWEENSTATUS/INVENTORY ASSESSMENT, PROGRAM PLAN, PROCESS EVALUATION & PROGRAM GOAL GOAL PROGRAM PLAN IMPLEMENTATION STATUS/INVENTORY ASSESSMENT (FORMATIVE EVALUATION) CONTINUOUS PROCESS EVALUATION SUMMATIVE BASELINE IMPACT EVALUATION 2-5 YEARS

15. Process Evaluation Tracking your progress toward fully implementing your plan

16. Change Game • Diffusion of Innovation Theory • Edward Demming--TQM

18. Achieve Periodically Assess Progress HSIP Goals and Objectives Focus on Planned Activities Act Adjust as needed

19. Process Index—Step 1 • Periodically assess progress toward completing activities under each objective • Not Started • In Planning • In progress • In Place • How often? Every six months

20. PROCESS INDEX—Name of District/Corporation *The ENTIRE process index, Steps 1-4, is completed at the end of each six-month assessment period.

21. Process Index—Step 2 • Analysis • Identify factors that supports completion of indicators/activities achieved • Identify factors that impede completion of indicators/activities achieved • Reflect • When we succeed what factors help? • When we fail, what factors impede? • What do we need to do to succeed?

22. Generic Process evaluation Agency commitment Interagency agreement Needs assessment Coalition building Marketing and communication Policy/regulations Staff development Long-range planning Summative evaluation Factors that Can Support or Impede Completion ofCSHP Objectives and Activities

23. Process Index—Step 3 • Recommend Action • For each indicator, what do we need to do over the next six months to make progress? • Actions • Responsible person/group • Completion date • (Evidence)

24. Step 4-- Taking Action

25. Achieve Periodically Assess Progress HSIP Goals and Objectives Focus on Planned Activities Act Adjust as needed

26. Advice from MICHIANA I Teams

27. Michiana Team ONLY (3/8) Steering Committee (1/3) Health Education (13/6) Physical Education/Physical Activity (13/6) Health Services (13/5) Food Service (13/6) Counselor, Social Work and Psychology Services (12/5) Facilities and Transportation (11/5) Family and Community Involvement (10/5) Social and Emotional Climate (9/6) Health Promotion for Staff (8/5) Health Program Coordination (6/6) School Health Policy (6/5) Planning and Evaluation (4/3) Number of Districts That Involved Different Categories of Groupsin HSRC Completion and HSIP Preparation

28. Conclusions: Attitudes toward HSRC “Steps” Including HSIP Preparation • Perceptions of negativity decrease as process progressed (disappeared after HSRC completion) • “Not Sure” consistent (5-9) for most steps but increased for HSIP preparation (9-11)* • Perception of positive attitudes jumps for HSIP implementation * Eight districts limited participation to MICHIANA Team only

29. Conclusions: Correlation of Attitudes with Participation of Individuals in HSRC • Participation of individuals representing stakeholder categories (teachers, staff, school board member, community, student) positively associated with perceived attitudes • Safety Specialist involvement positively associated with perceived school board and superintendent attitudes • Participation of individuals representing teachers and school staff most associated with perception of effectiveness

30. Conclusions: Correlation of Attitudes with Those Informed of HSRC Results • Informing parents and students positively associated with perceived attitudes of parents, students, faculty/staff, and community • Informing students positively associated with perceived student attitudes • Informing parents positively associated with perceived parental attitudes • Informing superintendent associated with effective completion of HSRC

31. Conclusions: Correlation of Attitudes with Group Participation of Completing HSIP • Completion by team alone most often negatively associated with perceived attitudes

32. Open-Ended QuestionsSummaries

33. Three Factors that Supported Completion of HSRC/HSIP • HSRC • Michiana team • Administrative/principal support • Effective local facilitator • HSIP • Michiana team • Skills from participation in Michiana • Specific person with resources

34. Three Factors that Impeded Completion of HSRC/HSIP • HSRC • Adequate time • Complexity of task • Lack of administrative support • HSIP • Time • Lack of administrative support • Large district

35. If you could do over, who would you involve? • HSRC • Superintendent • Parents • Students • Community members • HSIP • Principals • Health education and PE teachers • Students • Parents

36. What advice would you give to teams in the future? • HSRC • Stronger preparation—purpose, expectations, process • Get the right team members (skills) • Devote adequate time, manage time • HSIP • Much broader involvement of stakeholders • Breakdown objectives, focus

37. The End (But really just the Beginning)