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Assessment and Monitoring School Health Using Self-Assessment Tools

Assessment and Monitoring School Health Using Self-Assessment Tools. A walk through a park…. Cindy Andrew Dawn Benson Canadian Association for School Health. Walking and Talking through the park…. Who we are… Who you are… What we need to work on for the next 90 minutes!.

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Assessment and Monitoring School Health Using Self-Assessment Tools

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  1. Assessment and Monitoring School Health Using Self-Assessment Tools A walk through a park… Cindy Andrew Dawn Benson Canadian Association for School Health

  2. Walking and Talking through the park… • Who we are… • Who you are… • What we need to work on for the next 90 minutes!

  3. Think/Pair/Share Strategy • Box One on your paper write down two-three things you want to take home from this workshop or the conference. Underline your top priority.

  4. Think/Pair/Share • When asked, please share with a person close to you. Each take a couple of minutes to listen to each other. • We’ll share as a larger group next.

  5. Beginning with the end in mind… • What the research says actually works to make School Health programs effective…

  6. What works…??? • Holistic Comprehensive Programs including agencies and sectors dealing with health • Focus is on cognitive & social outcomes as well as behaviour change • Substantial intervention over several school years • Relevance to changes in young people’s development

  7. Cindy’s role: A peek at tools in four areas: The Whole Child Nutrition and Physical Activity Safe and Caring Schools Mental Health Dawn’s role: Data-based decision making and School Health (what data “is” being used out there?) Integrating SH planning into school Improvement planning: From talk to action! Where our walk will take us…(now that we know where you want to go…)

  8. The children were lined up in the cafeteria of a Catholic elementary school for lunch…

  9. Assessments are vital because they: Establish a baseline Identify real needs Engage others and secure buy-in ID possible challenges, opportunities & synergies Avoid duplicating Are a learning opportunity All great hikes through the park begin with a map …

  10. A Fine Balance… • Is needed to avoid… “too much assessment, not enough intervention!”

  11. The HOW: What tools are in the shed?… • Whole-child School Health • Nutrition and Physical Activity • Safe and Caring Schools • Mental Health & More All underpinned by CSH/HPS framework

  12. The Healthy School Report Card: An ASCD Action Tool • An evidence-based view of the quality of your school's health programming. • A prioritized set of recommendations • Data analysis as well as guidance to help incorporate recommendations into school's improvement plan or into a separate school health improvement plan. • Canadian Version available

  13. Tell Them From Me • A dynamic web-based evaluation system for students (Grades 5-12) and Teachers. • Conducting the Student Survey over the course of the school year allow results to be frequently updated, creating a System for Continuous Feedback. • Together with an optional Teacher Survey, the system assesses student engagement, student wellness, and ten of the most important aspects of a school's learning climate.

  14. Flexible & can be implemented at the school or district level, or province- or state-wide. • Drill Down feature enables school administrators to compare their school's progress with national norms, and to break down results by gender, socioeconomic status, grade level and other factors of interest to the school or school district.

  15. schools report that giving feedback to students that their voices have been heard is one of the best incentives, and is an essential aspect of encouraging on-going student engagement with the Tell Them From Me (TTFM) survey.

  16. Middlesex London & Area Healthy School Community Readiness Checklist & Healthy School Profile • describes components that contribute to a healthy school, under ten headings. • provides information to schools to help facilitate the ongoing development of comprehensive, collaborative approaches to health promotion in school communities.

  17. “It’s surprising how many things get captured by a Healthy School Committee. For me, it’s almost an open agenda...there’s very little that I don’t feel is appropriate to be on the agenda at the HSC… because a Healthy School is everything. That’s why we’re here”. Principal, London Elementary School

  18. SMART: School Mapping and Reviewing Tool (Australia) • Online tool • Collects/collates the perceptions of school community members • Data collection to support an ongoing process of change • Process owned and administered by the school

  19. How it works School Mapping And Reviewing Tool Maps perceptions of school life Instant collation of results

  20. What was learned thru SMART? • Tool must be user friendly • Involve parents and students as well • SMART can be used by any school community, regardless of the stage/readiness for change • Seen as positive that it comes from “Health”

  21. Next steps Partnerships for Wellbeing

  22. National Healthy Schools Programme(UK) National Audit Tool and Guidance • document provides guidance on the minimumevidence required to demonstrate school achievement of national healthy school status • Evidence is listed against each criterion of the four themes of national healthy school status and incls. prompts for consideration by local health and education partnership.

  23. The NHSP’s 4 themes: • Personal, Social and Health Education (PSHE) • Healthy Eating • Physical Activity • Emotional Health and Wellbeing, including bullying • The four core themes relate to both the school curriculum and the emotionaland physical learning environment in school. • Each theme includes a number of criteria that schools need to fulfil in order to achieve National Healthy School Status.

  24. BC Healthy Schools Network Assessment Tool • Addresses: - Teaching & Learning - School Environment - Partnerships • Supports: priority setting via a simple ranking and scoring system Available on-line

  25. SHAPES (School Health Action Planning and Evaluation System)(Univ. of Waterloo) • a modular local data collection system • the smoking module (School Smoking Profile) has already been used extensively • A modular system enables schools and school boards to tailor the data that is being collected in each school, while keeping the format and protocols the same.

  26. School HealthEnvironment Survey • The SHES asks about specific aspects of the school environment pertaining to the promotion of healthy eating and physical activity as important aspects of a health promoting school. • The School Health Environment Survey (SHES) is a school-level* survey. *This survey does not collect informationabout individual students

  27. informs the Ministry of Health Promotion as to the effectiveness of the HEALAction Plan and to guide its future direction. • The SHES implementation moves beyond traditional surveillance. • facilitates partnerships between schools and public health units. • The design clusters schools within school boards so public health is likely to have sufficient data on which to base its own directions.

  28. Think/Pair/Share: Box 2 What would help schools “buy-in” to school health assessments? What’s in it for schools?

  29. What’s in it for schools using SHES? • a confidential feedback report that summarizes their results and provides tips and resources to support local planning and action. • share results with local public health units, using the results as a starting point to plan and implement health promoting changes in their school. • Each school will receive $100 in recognition of their time and effort.

  30. The feedback report • The SHES feedback report provides an overview of the areas in which the school is doing well, as well as those where improvements could be made. • It also provides information and resources to help each school make health promoting changes.

  31. Feedback report excerpt

  32. Feedback report excerpt

  33. Alignment with Healthy Schools Initiatives • The SHES is aligned with a number of government funded initiatives • It will help schools understand how their implementation of certain healthy schools programs and policies support healthy eating and physical activity in their schools.

  34. The Healthy Schools Builder • from the (US) Alliance for a Healthier Generation • online tool that helps schools identify their status as a healthy school and to develop customized action plans • Focuses on healthier foods, physical activity and staff wellness

  35. School Healthy Eating Assessment Tool (BC) • BC’s “Making It Happen: Healthy Eating at School” program • Includes an assessment and planning component • Many of these indicators have been woven in to the more recently developed healthy schools assessment tool

  36. CPHA Assessment Toolkit for Bullying, Harassment and Peer Relations at School • Set of 5 surveys that provide a standard way to measure the prevalence of bullying, sexual harassment and racial discrimination. • These surveys assess who is involved, where and when these problems take place and the impact of school-based programs.

  37. School Incident Tracking FormDeveloped at Dalhousie Univ. Now available in electronic format. • CPHA Safe School Survey for Grades 4-7Adapted from the Safe School Survey (West Vancouver School District (BC) • CPHA Safe School Survey for Grades 8-12 Adapted from the Safe School Survey (BC) • CPHA Anti-Bullying/Harassment Program Survey for Teachers/Other Adults in the School • CPHA Administrator Anti-Bullying/Harassment Program Survey • CPHA Safe School Survey for ParentsAdapted from the Safe School Survey (West Vancouver School District)

  38. Addressing Barriers to Learning: A Set of Surveys to Map What a School Has and What It Needs (UCLA) Includes a set of surveys for 6 program areas and related system needs that constitute a comprehensive, multifaceted, and integrated approach to address barriers and thus enable Learning: • - classroom-focused enabling • - crisis assistance and prevention • - support for transitions • - home involvement in schooling • - student and family assistance programs and services • - community outreach for involvement and support

  39. What Data is already being used out there? Provinciallevel data B.C. Ministry of Education: • Student Performance Assessments • Satisfaction surveys • Healthy Schools surveys

  40. Data being used con’t District level data • Student Assessments (B.C.Performance Standards, District “Writes”, DART, District Numeracy Assessments, etc.) • Safe and Caring Schools and/or Social Responsibility Audits, etc. • Nutritional Surveys

  41. Data being used con’t School level data: • Student performance from a variety of measures, Academic assessments, Student satisfaction surveys, Safe schools Audit, Social Responsibility surveys, Nutritional surveys, ASCD Report card, etc. • Attendance records • Office referrals • Student suspensions, bullying, fighting incidents etc.

  42. The Key: Integrating School Health Planning …Into School Improvement Planning

  43. History In 1995 the Greater Victoria School District, with assistance from the Ministry of Children and Family Development, created the Healthy Schools Program. Since then the school and community have been working together to promote the physical, emotional, social and educational development of students. Safe and Caring Schools Program has become an integral component of the school district’s Accountability Contract (see Accountablity Contract 2007-2008) and is supported through Community LINK funding. Victoria, B.C. SD # 61 An example:

  44. Network with other “collaborations” out there to find good examples Build relationships at the district and school level One province begins… How can we get into the school health conversation???

  45. From Satisfaction to • Satisfaction plus…

  46. Provincial Data:BC MOE Satisfaction Survey Who? Parents, students in Grades 4, 7, 10, and 12 and all public school staff How? The survey is provided in electronic format. Parents and staff have the option of completing a paper survey.

  47. Sample questions from BC MOE Satisfaction Survey: • 11. At school, do you get exercise (for example, physical activity or sports)? • 12. At school, do you respect people who are different from you (for example, think, act, or look different)? • 14. Do you feel safe at school? • 15. At school, are you bullied, teased, or picked on?

  48. Satisfaction +2008 BC MOE Healthy Schools Survey • The 3-4 new “health” questions asked support the Province's long-term health goals. • The Ministry continues to focus on teaching students how to make responsible choices for health and physical fitness.

  49. Box 3 • What would be 2-3 “school health” questions you would want to ask students?

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