Coordinated School Health Model: District Implementation Strategies

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Coordinated School Health Model District
Implementation Strategies

• Presented By
• Marie Stewart, Ph.D., NCC, LPC
• District Coordinator PBIS-EBRPSS
• Co-Presenters
• Antoinette Toni Bankston, LCSW
• Director Mental Health Services/BR Childrens
  Heath Project
• Patricia Friedrich
• Director Safe Schools/Healthy Students-EBRPSS
• Bridgette Wade, LCSW
• Program Coordinator, Behavior and
  Counselor-EBRPSS
• Session 19 B

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Why Support a CoordinatedApproach to School
Health?
Why Support a CoordinatedApproach to School
Health?
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Todays students come to us with social,
emotional and physical needs
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Todays schools must provide more than just
academic instruction
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n 1 in 7 students has been in a physical
fight on school property
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n 1 in 7 students has been in a physical
fight on school propertyn Every 60 seconds a
child is born to a teen mother
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n 1 in 7 students has been in a physical
fight on school propertyn Every 60 seconds a
child is born to a teen mothern Obesity affects
1 in 5 children in the U.S.
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n 1 in 7 students has been in a physical
fight on school propertyn Every 60 seconds a
child is born to a teen mothern Obesity affects
1 in 5 children in the U.S.n Each day, 3,000
children start smoking 1 every 30 seconds
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n 1 in 7 students has been in a physical
fight on school propertyn Every 60 seconds a
child is born to a teen mothern Obesity affects
1 in 5 children in the U.S.n Each day, 3,000
children start smoking 1 every 30 secondsn 1
in 3 high school students reports having
consumed 5 or more drinks in a row
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1 in 7 students has been in a physical fight on
school propertyn Every 60 seconds a child is
born to a teen mothern Obesity affects 1 in 5
children in the U.S.n Each day, 3,000 children
start smoking 1 every 30 secondsn 1 in 3 high
school students reports having consumed 5 or
more drinks in a rown Every 4 hours, a child in
America commits suicide
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Healthy Kids MakeBetter Students.Better
Students MakeHealthy Communities.
Healthy Kids MakeBetter Students.Better
Students MakeHealthy Communities.
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What is a Coordinated Approach to School Health
(CSH)?
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The NeedMany of todays problems with students
are actually health related. Kids cant learn if
they are n Hungry n Tired n Hungover from
alcohol and drugs n Worried about violence
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The SolutionCSH is about n Involving
parents n Keeping kids healthy over
time n Supporting a students capacity to
learn n Imparting skills, knowledge, and
judgment to help kids make smart choices for
life n Reinforcing positive behaviors
throughout the school day n Making it clear
good health and learning go hand in hand
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CSH is also about

• Helping young people grow into healthy,
  productive adultsn Focusing on physical and
  emotional well-being of kids K-12n
  Coordinating parents, schools, administrators,
  and communities as key partners

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Great Ways to School Health2 or 3 Are Super
Starters! 1. School Environment
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Great Ways to School Health2 or 3 Are Super
Starters! 1. School Environment 2. Health
Education
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Great Ways to School Health2 or 3 Are Super
Starters! 1. School Environment 2. Health
Education 3. School Meals and Nutrition
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Great Ways to School Health2 or 3 Are Super
Starters! 1. School Environment 2. Health
Education 3. School Meals and Nutrition 4. Physi
cal Education
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Great Ways to School Health2 or 3 Are Super
Starters! 1. School Environment 2. Health
Education 3. School Meals and Nutrition 4. Physi
cal Education 5. Health Services
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Great Ways to School Health2 or 3 Are Super
Starters! 1. School Environment 2. Health
Education 3. School Meals and Nutrition 4. Physi
cal Education 5. Health Services 6. Counseling,
Psychological, and Mental Health Services
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Great Ways to School Health2 or 3 Are Super
Starters! 1. School Environment 2. Health
Education 3. School Meals and Nutrition 4. Physi
cal Education 5. Health Services 6. Counseling,
Psychological, and Mental Health
Services 7. Staff Wellness
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Great Ways to School Health2 or 3 Are Super
Starters! 1. School Environment 2. Health
Education 3. School Meals and Nutrition 4. Physi
cal Education 5. Health Services 6. Counseling,
Psychological, and Mental Health
Services 7. Staff Wellness 8. Parent/Community
Partnerships
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Every school day, 53 millionstudents attend more
than116,000 schoolsn Thats big!n Thats
where the kids are!Parents, schools,
andcommunities can makepositive contributions
tothe health and education of our nation
CSH The Opportunity
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Schools could do more thanperhaps any other
single institutionin society to help young
people,and the adults they will become,live
healthier, longer, more satisfying,and more
productive lives. Carnegie Council on
Adolescent Development
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People in different parts of the country report
that the benefits of a coordinated approach
include n Reduced school absenteeism n
Fewer behavior problems in the classroom n
Improved student performance
CSH The Benefits
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n New levels of cooperation among parents,
teachers, and organizations n A more
positive spirit among educators and
students n Health awareness made a part of the
fabric of childrens lives n Young people
more prepared to become productive members of
society
CSH The Benefits
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To learn effectively, children mustn Feel
comfortable and supportedn Attend a safe,
proper functioning schooln Have minimal
distractions
1.
School Environment
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1.
School Environment
What parents, educators, business leaders, and
school officials can don Hold workshops on
conflict resolution and peer pressure resistance
n Implement/enforce school policies to
prohibit tobacco, alcohol, and other drug
usen Inspire community businesses to help
repair older schools
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School staff can worktogether to develop
anongoing approach tohelp students
buildhealth-relatedknowledge and skillsfrom
kindergartenthrough high schoolgraduation
2.
Health Education
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2.
Health Education
Examples of What Can Be Donen Health education
teachers incorporate role-playing to teach
conflict resolution, refusal skills, dangers of
alcohol, drug, tobacco usen Cafeterias provide
opportunities to try healthful foods (discussed
in class, reinforced in posters)
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The RealityStudents often eatone or two
mealsa day at school
3.
School Meals and Nutrition
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3.
School Meals and Nutrition
Schools can examine meal programs,
offernutritious food, and develop educational
activitiesto encourage good nutritional choices
for lifeFor instancen Parents, school staff,
and students partner to select healthy
cafeteria menus
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3.
School Meals and Nutrition
n Schools offer healthy food choices in
vending machinesn Elementary schools can adopt
healthy snack policies for school celebrations
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Physical activity can build self-esteem and
leadership skills and reduce stress
4.
PhysicalEducation
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4.
PhysicalEducation
Parents and schools can encourage students to be
physically active... for instancen Challenge
teachers and students to include physical
fitness in daily routines
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4.
PhysicalEducation
n Encourage joint efforts between students and
teachers to set up aerobics classes
walking programs swimming or water aerobics
classes n Develop a calendar of sports activities
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Growing kids require a regular
healthmaintenanceprogramimmunizations,denta
l checkups,physicals, and eye exams
5.
HealthServices
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5.
HealthServices
What to do?n Schools, working with parents and
health care personnel can provide critical
preventive caren Health departments can sponsor
immunization campaigns for students and
teachersn Nurses can work with students with
chronic health problems to manage symptoms/reduce
time lost from school
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The Need Many students have theadded stress of
copingwith emotional challenges
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Counseling, Psychological,and Mental Health
Services
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6.
Counseling, Psychological,and Mental Health
Services
The Solutionn School counselors influence
positive behaviors by consulting and problem
solving with students, families, and teachersn
Schools can provide counseling, instruction,
and referrals to professionals for students
and families when appropriate. Students get
help and classroom disruptions are minimized
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6.
Counseling, Psychological,and Mental Health
Services
n Staff can offer parents the opportunity
to attend counseling support groups along with
their children so referral services can be made
available as soon as a problem is identified
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The Reality Educators and school staff are
important role models. Successful schools have
healthy, highly motivated staff with low rates of
employee absenteeism
7.
Staff Wellness
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7.
StaffWellness
Schools can enact programs to help teachers and
staff feel their best and perform at peak levels
Considern Seminars on stress reduction,
smoking cessation, physical fitness, or
othersn Jogging clubs for teachers before or
after school n Simple health screenings such as
blood pressure so staff can identify early
symptoms of disease
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Benefitsn A closer working relationship
between parents and schoolsn Parents,
businesses and community groups, and schools
can form powerful coalitions to address health
needs of students
8.
Parent/CommunityPartnerships
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8.
Parent/CommunityPartnerships
Examplesn Community members volunteer to teach
health units, e.g., dietitians focus on food
choicesn Open school facilities to public
during non-school hours for physical activity,
fitness sessions, family health seminars,
social and recreational functions
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CSHP Relationship to PBIS
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Your Districts Report CardSurveying Existing
Services

• Needed
• Write in the types services needed within
• your district.

• In Place
• Health Education
• Physical Education
• Health Services
• Nutrition Services
• Counseling, Psychological,
• and Social Services
• Healthy School Environment
• Health Promotion for Staff
• Parent Community
• Involvement

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Unrecognized and Often Overlooked Existing
Services When Implementing CSHPs

• Lessons about safety, substance abuse prevention,
  nutrition, physical activity, and other health
  topics
• Nutritious school meals and snacks
• Nonsmoking policies
• School nurses
• Traffic patterns that increase students safety
• Counseling services and
• Outreach to parents and the community.

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CSHPs Across the PBIS Continuum

• Case Scenarios
• and
• Discussion

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Jasmine

• Jasmine is a 12 year old 6th grade student who,
  in the past, demonstrated excellent attendance,
  behavior, and above average academic performance.
  She is involved in several extra-curricular
  activities, including clubs and sports. She was
  reported by another student for cheating on a
  test from another student. A copy of the test
  document revealed identical answers. When
  confronted, Jasmine continued to deny the
  findings. She was sent to the Time Out Room. Upon
  entering TOR, Jasmine began demonstrating her
  anger by throwing books and papers to the floor
  and using profanity. Further consequences of a
  three day in-school suspension were added for her
  actions.
• Background Information and/or PTC
• Jasmines parents are recently divorced. Both
  parents attempt to remain connected to benefit
  Jasmine and two older siblings. No medical
  concerns exist.
• Where does Jasmine fit on the PBIS Continuum?
  Green, Yellow, Red. Why?
• What are possible school-based intervention
  strategies/recommendations using the CSHP model/

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Kenneth

• Kenneth is a 10 year old third grade student who
  refuses to cooperate with instructional or
  behavioral directives. He argues without
  provocation with peers and adults, has stolen
  personal and school property, blames others for
  his mistakes, reverses situations to defend his
  actions, uses profanity, and has been referred to
  the office for being engaged in a verbal or
  physical confrontation at least once, daily. His
  class performance, when he attempts to work is
  significantly below grade level expectations.
• Background Information and/or PTC
• Educational records were sketchy, but suggested
  that Kenneth enrolled in 1st grade at the age of
  7 years old. There was no record of kindergarten
  attendance. He remained in 1st grade two years.
  He was provided an administrative placement for
  promotion from 2nd to 3rd grade. He has attended
  three elementary schools, since entering school.
  He presently resides in a foster home with four
  of his siblings and is in the adoptive phase. The
  parental rights of both his mother and father are
  being terminated. He has been diagnosed with
  Oppositional Defiant Disorder and is prescribed
  Clondine for symptoms. He receives counseling
  service, once weekly.
• Where does Kenneth fit on the PBIS Continuum?
  Green, Yellow, Red. Why?
• What are possible school-based intervention
  strategies/recommendations the CHSP model?

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Trent

• Trent is a 18 year 11th grade student whose
  classification from Other Health Impaired was
  removed. Trents teacher is reported that he is
  refusing to seek assistance from the resource
  teacher during the transition year. His grades
  are declining and he is highly disruptive in
  the classroom. His responses to teacher
  questions are hostile and challenging, if he
  doesnt know the answer. He has screamed on more
  than one occasion, What, you dont think I know
  the answer. You think youre so smart. Answer it
  yourself. The students are beginning to show
  fear of him and leave the area where he sits
  empty. His attendance and tardiness is becoming
  excessive. His personal appearance and hygiene is
  unacceptable.
• Background Information and/or PTC
• Trent was declassified form the category of
  Attention Deficit with Hyperactivity Disorder as
  he did not provide medical records to affirm the
  diagnoses as current within evaluation timelines.
  He also was previously diagnosed with Sensory
  Integration Disorder. He was emancipated from the
  custody of his mother at the age of 16, as he was
  becoming increasingly more difficult to
  supervise. He has been living with an aunt, who
  reported that he doesnt come in at night so, she
  has been locking him out the house, if he didnt
  arrive at a certain time.
• Where does Trent fit on the PBIS Continuum?
  Green, Yellow, Red Why?
• What are possible intervention strategies/
  /recommendations? Using the CSHP model?

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Formulating Your Districts Action Plan

• Examine your schools vision or mission
  statement.
• Designate a program coordinator
• Organize a school health team
• Demonstrate your support
• Identify existing school resources
• Develop a plan
• Monitor how things are going.
• Acknowledge accomplishments

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Resources

• http//www.cdc.gov/ HealthyYouth/shi
• Marx, E.,S. F. Wooley, and D. Northrop, eds.
  Health Is Academic A Guide to Coordinated School
  Health Programs. New York Teachers College
  Press, 1998.
• www.nsba.org
• http//www.healthcareinschools.org/
• Presenter Information
• Marie Stewart, Ph.D., NCC, LPCDistrict
  Coordinator PBIS, EBRPSS
• MStewart2_at_ebrschools.org
• Antoinette Toni Bankston, LCSW Director-Mental
  Health Services/BR Childrens Project-LSUHSC
  Dept. of Pediatrics
• abanks_at_lsuhsc.edu
• Patricia Friedrich, Director-Safe Schools/Health
  Students-EBRPSS
• PFriedrich_at_ebrschools.org
• Bridgette Wade, LCSW Coordinator Behavior and
  Counseling/ESS-EBRPSS

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Questions