Questionnaire • Comprised of nine questions • Completed by key informants electronically • Help clarify the school’s strengths and challenges • Topics in the survey included requests for information on: • Coordinated School Health infrastructure • Existing wellness policies • Existing health data collection and usage • Curriculum • Existing data on youth risk behaviors • Programs and strategies to promote student attendance • Partnerships between school, family, and community • Whole School, Whole Community, Whole Child Model 44
Question 6A • How are parents/community members currently engaged in creating a healthy school? [ 100% (8/8) Responses] • The responses show that the district: • Makes a great effort to involve and engage both the parents/guardians and the community as a whole • Utilizes a PTSO which was mentioned several times as one of the organizations that are very involved with wellness for the school district. 45
Question 6B • What kinds of partnerships exist between families, community members, and the school that promote student health and academic success? [88% (7/8) Responses]; [12% (1/8) No Response] • The partnerships that were described in the responses consist of: • PTSO • Lansing Recreation Department • Lansing Youth Services • Tompkins County Youth Development • Lions/Rotary Clubs • The Ithaca Advocacy Center 46 • Local Colleges such as Ithaca and Cornell.
Question 7A • Do any of the students in your school participate in any youth risk behavior surveys or youth risk/protective factor assessments? [ 88% (7/8) Responses] [12% (1/8) No Response) • All respondents said yes that the school participate in some form of a youth risk behavior survey or youth risk/protective factor assessments. • Some believed that the survey was given several years ago while others did not mention a specific time period. • The source of the survey was also unclear as there were multiple associations mentioned such as the Communities That Care Youth 47 Development Survey, or a survey offered through TST BOCES.
Question 8 • What strategies or programs does your school have for helping students come to school on time every day? [ 75% (6/8) Responses] [ 25% (2/8) No Response] • Overall consensus of the responses reveal that: • Late and tardies are monitored • Consequences are implemented for late or absences • School officials discourage tardiness and absences • School checks in with families if student is chronically late or 48 absent
Question 9 A. Each student enters school healthy and learns about and practices a healthy lifestyle. [63% (5/8) Responses]; [ 37% (3/8) No Response] B. Each student learns in an environment that is physically and emotionally safe for students and adults. [75% (6/8) Responses]; [25% (2/8) Responses] C. Each student is actively engaged in learning and is connected to the school and broader community. [63% (5/8) Responses]; [37% (3/8) No Response] D. Each student has access to personalized learning and is supported by qualified, caring adults. [63% (5/8) Responses]; [37% (3/8) No Response] E. Each student is challenged academically and prepared for success in college or further study and for employment and participation in the global environment. [50% (4/8) Responses]; [50% (4/8) No Response] 49
Brain Break! 1. Stand Up. 2. Start by waving your right hand in front of you left to right. Your palm should be facing away from you while keeping your hand with your fingers pointing up. 3. Now stop that hand and have your left hand in front of you waving it up and down. 4. Now practice moving them at the SAME TIME. Do not move your hands going diagonally. 5. Now switch to have your right hand up and down and your left hand left and right. Do this faster and switch often to make it more difficult. 6. Lastly, to increase the difficulty, have your arms crossed while 50 doing this.
The Association Between Health and Academic Achievement Presented by: Christian Gunn and Emily Kisloski Writers A HLH:635-Spring 2015 51
The Challenge of Obesity in Schools How can you help? 52 (Facebook, 2014)
3 Main Health Factors that can Improve Achievement • Physical Activity • Nutrition (including breakfast) • Sleep Health and Evidence academic clearly links achievement 53 (Centers for Disease Control and Prevention, 2014)
What is Academic Achievement? The CDC defines three components to academic achievement they are: • Academic Performance (class grades, standardized tests, graduation rates) • Education Behavior (attendance, dropout rates, behavior problems at schools) • Students ’ cognitive skills & attitudes (memory, concentration, and mood) 54 (Centers for Disease Control and Prevention, 2014)
55 (Active Living Research, 2014)
A B C D 56 (Centers for Disease Control and Prevention, 2014)
Plicker Question Honestly, during the past week, how many days did you eat breakfast? A. 0 – 1 day B. 2 – 3 days C. 4 – 5 days D. 6 – 7 days 57 (Center for Disease Control and Prevention, 2013)
Better breakfast… Reinforces connection between good nutrition and good grades. Student achievement scores in science, reading, and especially math 25% higher Through breakfast programs, such as the School Breakfast Program (SBP), more students will be able to meet the daily recommended nutritional values Helps families to save money to spend on other meals to feed their families 58 (Medical News Today, 2015)
Nutrition and Academic Achievement Dietary Habits Academic Achievement Outcome • Improved cognitive functions (especially memory), reduced Eating breakfast at home or school absenteeism, and improved mood, better grades, better standardized test scores • Higher grades, reduced absenteeism Sufficient Amounts of Specific foods and Vitamins (fruits, vegetables, dairy) • Decreased cognitive performance 59 (alertness, attention, processing, Skipping Breakfast and problem solving) (Centers for Disease Control and Prevention, 2014)
D’s/F’s C’s A’s B’s 60 (Centers for Disease Control and Prevention, 2014)
How much sleep do students really need? 61 Centers for Disease Control & Prevention, 2014
Sleep and Academic Achievement • Evidence shows that lack of sleep puts adolescents at risk of cognitive and emotional problems, negative moods, lack of attention at school, and problems involving discipline. • Adolescents who have sleep problems or do not get enough sleep are unlikely to make the same amount of academic progress as those who get enough sleep. • Risk of failure in school increased if adolescents slept for less than 7 hours per day. 62 (Matilda, 2014)
Assessment Tools WellSAT 2.0 Wellness School Assessment Tool Assesses School Wellness Policies: • Nutrition education & promotion • Physical education & physical activity • School meals & competitive foods Washington State Department of Health 63 ( Centers for Disease Control and Prevention, 2014; Rudd Center, 2013)
Assessment Tools for Curricula: HECAT & PECAT Health Education Physical Education Curriculum Analysis Tool Curriculum Analysis Tool • Assesses current K-12 Assesses current K-12 health education curricula physical education curricula 64
The Whole School, Whole Community, Whole Child Model, School Connectedness, and Attendance Presented by: Christopher Druckman and Alex Minnoe Writers B 65 HLH:635-Spring 2015
WSCC Model • “We challenge communities to redefine learning to focus on the whole person. We encourage schools and communities to put aside perennial battles for resources and instead align those resources in support of the whole child. Policy, practice, and resources must be aligned to support not only academic learning for each child, but also the experiences that encourage development of a whole child — one who is knowledgeable, healthy, motivated, and engaged.” 66 (ASCD, 2007)
Introduction to the Whole Child Model 67 (ASCD, 2015)
Community Focus “The mission of the Lansing C.A.S.S. program is to bring caring adults and students together to promote a positive social climate in the community.” 68 (ASCD, 2015)
Plickers Question Which of the following terms refers to the belief by students that adults and peers in the school care about their learning as well as about them as individuals? A. Active engagement B. Dropout prevention C. School connectedness 69
What are Causal Pathways Mechanisms by which health factors influence students motivation and ability to learn. • What are the 5 casual pathways? 1) Sensory perceptions 2) Cognition 3) School connectedness and engagement 4) Absenteeism 5) Temporary or permanent dropping out 70
School Connectedness • Adult Support • Belonging to a positive peer group • Commitment to education • Positive school environment 71 (Centers for Disease Control, 2009)
Chronic Absenteeism Absenteeism: • Missing an excessive amount of school for any reason • By middle school, absenteeism is one of the leading indicators of dropping out • Building relationships can help connectedness and attendance Absenteeism predictors: 3 rd graders being unable to read on grade • • Middle school students failing key courses. 9 th graders dropping out of high school • 72 (United Way, 2014) (Engage NY, 2014)
Chronically Absent: 18 or more school days missed Warning Signs: 9-18 school days missed Satisfactory Attendance: 9 or less school days missed 73 (Engage NY, 2014)
74 (Engage NY, 2014)
75 (Engage NY, 2014)
76 (Engage NY,2014)
Attendance Works 77 Community wide attendance campaign (Attendance Works, 2014)
Lansing Central School District Teacher Absenteeism 2012 Report Lansing CSD Item Teachers absent 10+ 47 total teachers days % of teachers absent 10 35.8% + days Cost of absences $242,877 Classes contracted for 2,350 78 but substituted (Lansing Central School District Teacher Absenteeism Report, 2012)
School Health Index • Self-assessment and planning tool • Developed by the CDC • Improves health and safety policies, practice, and programs • Online or print format • 100% confidential • Free! 79 • http://www.cdc.gov/healthyyouth/shi/ (Center of Disease Control, 2015)
Healthy School Report Card (HSRC) • Based on a traditional CSH framework and the Whole School, Community, Child (WSCC) improvement process • Works to make healthy choices easier (classroom, staff room, cafeteria, policy, etc.) • Based on a Uses a comprehensive and diversified team approach led or co-led by the principal. • Based on Healthy School Assessments and Improvement Planning • Identifies to recognize areas in need of improvement and prioritizes what to focus on to foster better learning 80 (Alliance for Healthier Generation, 2014)
School Improvement Tool (SIT) • Developed by ASCD, to 6 Components Scored: offer educators a • School climate and comprehensive online culture needs assessment to be • Curriculum and used in schools and instruction districts around the world. • Leadership • Completely online and • Family and Community free. engagement • 15 minutes to complete. • Professional • Focuses on the Whole Development and staff Child Approach capacity • Assessment 81 (ASCD, 2015)
Healthy Schools Program Framework (HSPF) • Identifies specific criteria making up a healthy school environment • Assists schools in working toward a “National Healthy Schools Award” • Analyzes a school’s best practices in these 6 modules: • School Health & Safety Policies & Environment • Health Education • Physical Education and other Physical Activity Programs • Nutrition Services • Health Promotion for Staff • Family and Community Involvement (WSCC) 82 (Alliance for Healthier Generation, 2014)
Family & Community Engagement Presented by: Cassandra McMullen Writer C HLH:635-Spring 2015 83
Parent Involvement Matters! • http://www.youtube.com/watch?v=nOhZ6U5yaXA 84 (PBS, n.d) (PTO Today, 2013)
Parent Engagement Statistics • IN THE PAST YEAR: • 89% said they had attended at least one PTO/PTA meeting. • 86% said they received information about the parents’ expected role at the school • 78% of parents have attended parent-teacher-conferences • 74% attended a school or class event • 65% participated in school fundraising • 46% served as a volunteer on a school committee 85 (Center for Public Education, 2011)
Keys to Successful School and Community Engagement 1: Parenting 2: Communicating 3: Volunteering 4: Learning at Home 5: Decision Making 86 6: Collaborating with the Community (Johns Hopkins University, 2012)
Three Essential Qualities of Parent Engagement CONNECT ENGAGE 87 SUSTAIN (Centers for Disease Control and Prevention , 2013)
“ Effective parent involvement comes when a true partnership exists between schools and families. Creating that partnership, especially around academics, is what works for student achievement.” 88 (Great Valley School District, n.d) (Center for Public Education, 2011)
Free Assessment Tools Name: Developer/Link National Standards for Family-School PTA: Partnership Assessment Guide (NSFSP) https://www.pta.org/files/National_Stan dards_Assessment_Guide.pdf Worksite Health Scorecard(WHSC) Center for Disease Control and Prevention: http://www.cdc.gov/dhdsp/pubs/docs/hs c_manual.pdf School Employee Wellness A Guide to Directors of Health Promotion and Protecting Assets of Our Nation’s Schools Education: (SEW) http://dhpe.site- ym.com/members/group_content_view.a sp?group=87568&id=124831 89 (PTA, 2014 ) (Alliance for Healthier Generation Program, 2014) (Center for Disease Control and Prevention, 2014)
National Standards for Family- School Partnerships Assessment Guide • 100 question self assessment and planning guide • Identifies strategies to improve family involvement • Designs professional development to foster family-school partnerships • Improves programs, practices, and policies that engage families & community members to work with the school • Scoring Levels: • Emerging- Limited • Progressing- Functioning 90 • Excelling- Highly Functioning ( PTA, 2014)
NSFSP Standards for Family-School Partnerships • Welcoming All Families Actions for making families feel welcomed, valued and connected to each other and the school • Communicating Effectively The building blocks to effective communication between parents, schools and parent groups • Supporting Student Success Encouraging parent involvement to heighten student achievement 91 (PTA, 2014)
NSFSP Standards Continued • Speaking Up for Every Child Methods for becoming an effective advocate for children and their education • Sharing Power Ways to share power between families, students, teachers, school staff and the community • Collaborating With Community Resources for connecting the school with the community 92 (National PTA, 2014)
Worksite Health ScoreCard • Helps keep employees healthy • Identifies needs and prioritizes them to prevent disease • Designs worksite health improvement plans to make changes in the environment • Reduces absenteeism • Raises staff morale 93 (Center for Disease Control and Prevention, 2014)
Worksite Health ScoreCard Cont. • Organizational Supports • High Blood Pressure (18 questions) (7 questions) • Tobacco Control • Diabètes (6 questions) (10 questions) • Signs and Symptoms for Heart • Nutrition (13 questions) Attack & Stroke (4 questions) • Emergency Response to Heart • Lacation Support (6 questions) Attack & Stroke (9 questions) • Physical Activity (9 questions) • Occupational Health and • Weight Management (5 Safety (10 questions) questions) • Vaccine-Preventable Diseases • Stress Management (6 questions) (6 questions) • Community Resources • Depression (7 questions) (3 questions) 94 • High Cholesterol (6 questions) ( Centers for Disease Control and Prevention, 2014)
School Employee Wellness: A Guide for Protecting the Assets of Our Nation’s Schools (SEW) • Promote the benefits of wellness programs • Provide a model of wellness programs • Supply practical tools and resources for support 95 (Directors of Health Promotion and Education, 2015)
Assets and Needs Presented by: Amanda Recor Project Coordinator HLH:635-Spring 2015 96
Lansing Community Main Assets • Access to parks and recreational facilities • Presence of a library and community center • 3 institutions of higher ed within 21 miles • Higher than average income • Lower poverty rates 97
Lansing Community Main Assets Continued • High quality of life • Longer length of life • Top quality clinical care • Very low crime rates in the Town of Lansing 98
Lansing Community Main Needs • Promote the use of recreational facilities and opportunities • Expand the use of the Community Center • Actively engage in the county’s efforts to reduce obesity • Comprehensively address the extent of alcohol- related issues in the county 99
Lansing District Main Assets • Consistent recent enrollment rates • Higher than average graduation rates • Low percentage of teachers with little teaching experience • More than half has a Master’s degree or higher • Lower than average teacher turnover rates 100
Recommend
More recommend
