Raising the Grade and a Healthier Generation: Lansing School Health - - PowerPoint PPT Presentation

Raising the Grade and a Healthier Generation:

Lansing School Health System Improvement Plan

Authors:

Carly Cooper, Christopher Druckman, Bridgette Dwyer, Christian Gunn, Carly Jordan, Emily Kisloski, Billie Linder, Cassandra McMullen, Alex Minnoe, Erin Mulrain, Amanda Recor and Nicholas Woytan.

Instructor: Jeanette Dippo State University College at Cortland Spring 2015 1

Introduction

Presented by: Amanda Recor Project Coordinator HLH:635-Spring 2015

2

Project Goal

Class Goal:

• Support a school to improve school health policies, programs

and systems, and ultimately the academic success of the children in the school. Class Objectives: To identify…

• school health data the school currently has;
• school health data the school could have;
• tools that are available to collect needed data;
• what can be done with the resulting information; and
• how the school can work to achieve the goal.

3

Project Authors and Overview

• Key Informant Interviewers:
• Erin Mulrain and Nicholas Woytan
• Community Profile Researchers:
• Carly Cooper and Bridgette Dwyer
• School Profile Researchers:
• Carly Jordan and Billie Linder
• Improvement Plan Writers:
• Christopher Druckman, Christian Gunn, Emily Kisloski,

Cassandra McMullen, Alex Minnoe

• Project Coordinator:
• Amanda Recor

4

Plicker Cards

5

Plickers

6

Plicker Card Directions

• 1. When a question is posed to you, select the letter of

the correct answer from the alternatives given.

• 2. Imagine that the correct answer is “D”.
• 3. Find the “D” side of your Plicker card that matches

the letter you decided was the best answer.

• 4. Turn the Plicker card so the letter “D” side of the

card is at the top.

• 5. Turn the card facing the person scanning the cards

holding it level, steady and so there is a clear line to the scanner with no obstacles in between.

• 6. Hold up the card until instructed to put it down.

7

Whose Plicker card indicates their answer was “D”?

• A. Chris
• B. Pat

8

Community Research Findings

Presented by: Carly Cooper and Bridgette Dwyer Community Profile Researchers HLH:635-Spring 2015

9

General Community Characteristics: Lansing, NY

• Population Demographics
• Age
• Race
• Socioeconomic

Trends and Indicators

• Household type
• Income & Occupation
• Educational

Attainment

• Poverty &

Unemployment

• Transportation
• Crime Rates

78.20% 2.70% 13.40% 4.80%

Lansing Town, NY 2013

White African American Asian Multi-Racial US 72.4% 10

Socioeconomic Trends & Indicators: Poverty Status in the past 12 months

(Comparison Lansing, Tompkins County, NYS)

6.30% 20.50% 15.30% 15.40%

Lansing, NY Tompkins County New York State United States 0.00% 5.00% 10.00% 15.00% 20.00% 25.00%

Below Poverty Level

11

Socioeconomic Trends and Indicators:

Unemployment Rate-Lansing, NY, Tompkins County & NYS (2013)

3.90% 5.90% 9.20% 9.70%

Lansing, NY Tompkins County NYS United States 0.00% 2.00% 4.00% 6.00% 8.00% 10.00% 12.00%

Unemployment Rate for those ages 16 years and over

12

Socioeconomic Trends and Indicators:2010 Educational Attainment & Poverty Rate

Subject Lansing town, Tompkins County, New York POVERTY RATE FOR THE POPULATION 25 YEARS AND OVER FOR WHOM POVERTY STATUS IS DETERMINED BY EDUCATIONAL ATTAINMENT LEVEL Total Male Female Estimate Estimate Estimate

Less than high school graduate 13.9% 12.3% 16.0% High school graduate (includes equivalency) 3.3% 7.2% 0.0% Some college or associate's degree 4.1% 5.3% 3.3% Bachelor's degree

• r higher

4.5% 3.8% 5.3% 13

2013 Crime Rates: Tompkins vs. Cortland County

County Total Violent Crimes Murder Forcible Rape Robbery Aggravated Assault

Tompkins 110 1 14 29 66 Cortland 51 12 9 30

County Total Property Crimes Burglary Larceny Motor Vehicle Theft

Tompkins 2,789 459 2,293 38 Cortland 1,013 210 791 12 14

Health Related Data

• Health Outcomes
• Quality of Life and Length of Life
• Health Factors
• Health Behaviors
• Clinical Care
• Social and Economic Factors
• Physical Environment
• Obesity
• Oral Health
• Teen Pregnancy
• Sexually Transmitted Diseases

15

2015 Health Outcomes

(Robert Wood Johnson Foundation, 2015)

16

2015 Health Behaviors

(Robert Wood Johnson Foundation, 2015)

17

2015 Clinical Care

(Robert Wood Johnson Foundation, 2015)

18

2015 Health Factors: Social and Economic

(Robert Wood Johnson Foundation, 2015)

19

2010-2012 Tompkins County Overweight and Obesity

5 10 15 20 Elementary School Middle/High School 14.4 15.1 15.7 19.8 % Overweight % Obese

(New York Department of Health, 2012)

20

Community Assets: Parks and Recreational Facilities

• Myers Park
• Ludlowville Park
• Salt Point

21

Community Assets: Lansing Community Library Center (LCLC)

• Opened in 2001
• In 2007 opened expanded

and renovated library

• In 2007 was established

school district public library

• Handicap accessible
• Children's room
• Community meeting room
• Periodical and reference

room

• Administrative space
• Storage areas

27 Auburn Road Lansing, NY 14882

(Lansinglibrary.org, 2015)

22

Community Assets: Higher Education Opportunities

• Ithaca College
• Private college

with a well-known reputation

• 953 Danby Rd,

Ithaca NY 14850

• Located in

Tompkins County and only 16 miles away from Lansing District Office

• Cornell University
• Prestigious Ivy

League University in Ithaca NY

• 144 East Ave

Ithaca NY 14850

• Approximately 9

miles away from Lansing District Office

 TC3  Community college  170 North St.

Dryden, NY, 13053

 Approximately 21

miles away from Lansing District Office

23

School Research Findings

Presented by: Carly Jordan and Billie Linder School Profile Researchers HLH:635-Spring 2015

24

Raymond C. Buckley Elementary

1989-2013

(School Digger, 2015)

25

Lansing Middle School

1989-2013

(School Digger, 2015)

26

Lansing High School

1989-2013

(School Digger, 2015)

27

Raymond C. Buckley Elementary

1994-2013

(School Digger, 2015)

28

Lansing Middle School

1994-2013

(School Digger, 2015)

29

Lansing High School

1989-2013

(School Digger, 2015)

30

Teacher Qualifications

(NYS Report Card, 2014)

31

The code of conduct outlines exactly what is expected of:

• Parents
• Teachers
• Students
• Administrators

Code of Conduct Policies

(Lansing Central School District, 2012)

32

Athletics

(Lansing Central School District, 2014)

Modified Sports

• Cross Country
• Football
• Boys/Girls Soccer
• Girls Swim & Dive
• Boys/Girls Basketball
• Volleyball
• Wrestling
• Baseball
• Softball
• Track & Field

Junior Varsity Sports

• Volleyball
• Boys Soccer
• Boys/Girls Basketball
• Baseball
• Softball

Varsity Sports

• Football
• Boys/ Girls Soccer
• Volleyball
• Boys/ Girls Swim & Dive
• Boys/ Girls Basketball
• Bowling
• Indoor Track
• Wrestling
• Baseball
• Softball
• Boys/ Girls Golf
• Track & Field
• Tennis

33

T-S-T BOCES Vocational Programs

• Animal Science
• Auto Body
• Auto Technology
• Computer Technology
• Construction Technology
• Cosmetology
• Criminal Justice
• Culinary Arts
• Digital Media Technology
• Early Childhood
• Heavy Equipment
• Nurse Assisting and Health Occupations
• Welding

(Tompkins Seneca Tioga BOCES, 2014)

34

Single Gender Classes

• Conducted at Raymond Buckley Elementary
• These classes are divided into boys and girls

Reasoning for these classes:

• 1. Girls in Lansing Central School District were performing

at a higher level in ELA

• 2. Boys were performing at a higher level in Math

(Lansing Central School District, 2014)

35

Attendance and Suspension Rates

2012-2013 Attendance Suspension Lansing Central School District 96% 5% New York State 94% 4%

(NYS Report Card, 2014)

36

Violence Rates

(VADIR Report, 2014)

2014 VADIR REPORT: HIGH SCHOOL

37

Creating a Safe School

(Lansing Central School District, 2014)

38

Graduation Rates

Lansing Central School District Tompkins County

(NYS Report Card, 2014)

39

2013 Mathematics Assessment Grades 3-8

Percent Scoring at Level 1 2 3 4 Proficient Level ( 3 & 4) Lansing Central School District 28 43 12 17 29 Tompkins County 32 33 22 13 35 New York State 33 36 21 10 31

NYS Report Card, 2014

40

2013 ELA Assessment Data Grades 3-8

Percent Scoring at Level 1 2 3 4 Proficient Level ( 3 & 4) Lansing Central School District 31 30 30 9 39 Tompkins County 30 32 25 13 38 New York State 32 37 22 9 31

NYS Report Card, 2014

41

Key Informant Findings

Presented by: Erin Mulrain and Nick Woytan Key Informant Researchers HLH:635-Spring 2015

42

Key Informants

Elementary School

PE Teacher - Leonne Inman Head Nurse and District Health Advisor - Sandy Koch Food Service - Sandi Swearingen

Middle School

Principal - Jeff Evener School Nurse - Diane Marabella PE Teacher - Carolyn Ferguson

High School

School Psychologist - Dana Robson School Counselor - Megan Conway

43

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
• Local Colleges such as Ithaca and Cornell.

46

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
• thers 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 Development Survey, or a survey offered through TST BOCES.

47

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

absent

48

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

doing this.

50

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?

(Facebook, 2014)

52

• Physical Activity
• Nutrition (including breakfast)
• Sleep

3 Main Health Factors that can Improve Achievement

Evidence clearly links Health and academic achievement

(Centers for Disease Control and Prevention, 2014)

53

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)

(Centers for Disease Control and Prevention, 2014)

54

(Active Living Research, 2014)

55

(Centers for Disease Control and Prevention, 2014)

A B C D 56

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

(Center for Disease Control and Prevention, 2013)

57

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

(Medical News Today, 2015)

58

Nutrition and Academic Achievement

Dietary Habits Academic Achievement Outcome Eating breakfast at home or school

• Improved cognitive functions

(especially memory), reduced absenteeism, and improved mood, better grades, better standardized test scores Sufficient Amounts of Specific foods and Vitamins (fruits, vegetables, dairy)

• Higher grades, reduced absenteeism

Skipping Breakfast

• Decreased cognitive performance

(alertness, attention, processing, and problem solving)

(Centers for Disease Control and Prevention, 2014)

59

(Centers for Disease Control and Prevention, 2014)

A’s B’s C’s D’s/F’s 60

Centers for Disease Control & Prevention, 2014

How much sleep do students really need?

61

• Evidence shows that lack of sleep puts adolescents at risk
• f 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.

(Matilda, 2014)

Sleep and Academic Achievement

62

Wellness School Assessment Tool Assesses School Wellness Policies:

• Nutrition education & promotion
• Physical education & physical activity
• School meals & competitive foods

(Centers for Disease Control and Prevention, 2014; Rudd Center, 2013)

Assessment Tools WellSAT 2.0

Washington State Department of Health

63

Assessment Tools for Curricula: HECAT & PECAT

Health Education Curriculum Analysis Tool

• Assesses current K-12

health education curricula

Physical Education Curriculum Analysis Tool

Assesses current K-12 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 HLH:635-Spring 2015

65

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.”

(ASCD, 2007)

66

Introduction to the Whole Child Model

(ASCD, 2015)

67

“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.”

Community Focus

(ASCD, 2015)

68

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

(Centers for Disease Control, 2009)

71

Chronic Absenteeism

• Absenteeism:
• Missing an excessive amount of school for any reason
• By middle school, absenteeism is one of the leading indicators
• f dropping out
• Building relationships can help connectedness and attendance
• Absenteeism predictors:
• 3rd graders being unable to read on grade
• Middle school students failing key courses.
• 9th graders dropping out of high school

(United Way, 2014) (Engage NY, 2014)

72

Chronically Absent:

18 or more school days missed

Warning Signs:

9-18 school days missed

(Engage NY, 2014)

Satisfactory Attendance:

9 or less school days missed

73

(Engage NY, 2014)

74

(Engage NY, 2014)

75

(Engage NY,2014)

76

Attendance Works

(Attendance Works, 2014)

 Community wide attendance campaign 77

Lansing Central School District Teacher Absenteeism 2012 Report

Item

Lansing CSD

Teachers absent 10+ days 47 total teachers % of teachers absent 10 + days 35.8% Cost of absences $242,877 Classes contracted for but substituted 2,350

(Lansing Central School District Teacher Absenteeism Report, 2012)

78

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!

(Center of Disease Control, 2015)

• http://www.cdc.gov/healthyyouth/shi/

79

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

(Alliance for Healthier Generation, 2014)

80

School Improvement Tool (SIT)

• Developed by ASCD, to
• ffer educators a

comprehensive online needs assessment to be used in schools and districts around the world.

• Completely online and

free.

• 15 minutes to complete.
• Focuses on the Whole

Child Approach

6 Components Scored:

• School climate and

culture

• Curriculum and

instruction

• Leadership
• Family and Community

engagement

• Professional

Development and staff capacity

• Assessment

(ASCD, 2015)

81

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)

(Alliance for Healthier Generation, 2014)

82

Family & Community Engagement

Presented by: Cassandra McMullen Writer C HLH:635-Spring 2015

83

Parent Involvement Matters!

• http://www.youtube.com/watch?v=nOhZ6U5yaXA

(PBS, n.d) (PTO Today, 2013)

84

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

(Center for Public Education, 2011)

85

Keys to Successful School and Community Engagement

1: Parenting 2: Communicating 3: Volunteering 4: Learning at Home 5: Decision Making 6: Collaborating with the Community

(Johns Hopkins University, 2012)

86

Three Essential Qualities of Parent Engagement

CONNECT SUSTAIN ENGAGE

(Centers for Disease Control and Prevention , 2013)

87

“ 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.”

(Center for Public Education, 2011) (Great Valley School District, n.d)

88

Free Assessment Tools

Name: Developer/Link

National Standards for Family-School Partnership Assessment Guide (NSFSP) PTA: 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 Protecting Assets of Our Nation’s Schools (SEW) Directors of Health Promotion and Education: http://dhpe.site- ym.com/members/group_content_view.a sp?group=87568&id=124831

(PTA, 2014 ) (Alliance for Healthier Generation Program, 2014) (Center for Disease Control and Prevention, 2014)

89

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
• Excelling- Highly Functioning

( PTA, 2014)

90

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

(PTA, 2014)

91

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

(National PTA, 2014)

92

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

(Center for Disease Control and Prevention, 2014)

93

Worksite Health ScoreCard Cont.

• Organizational Supports

(18 questions)

• Tobacco Control

(10 questions)

• Nutrition (13 questions)
• Lacation Support (6 questions)
• Physical Activity (9 questions)
• Weight Management (5

questions)

• Stress Management

(6 questions)

• Depression (7 questions)
• High Cholesterol (6 questions)
• High Blood Pressure

(7 questions)

• Diabètes (6 questions)
• Signs and Symptoms for Heart

Attack & Stroke (4 questions)

• Emergency Response to Heart

Attack & Stroke (9 questions)

• Occupational Health and

Safety (10 questions)

• Vaccine-Preventable Diseases

(6 questions)

• Community Resources

(3 questions)

(Centers for Disease Control and Prevention, 2014)

94

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

(Directors of Health Promotion and Education, 2015)

95

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
• pportunities
• Expand the use of the Community Center
• Actively engage in the county’s efforts to reduce
• besity
• 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

Lansing District Main Assets Continued

• Parent involvement seems to be high
• Staff are well aware of PTSO’s presence and

value

• Results of youth risk behavior surveys are

used to determine district-wide and building goals

• Policies on alcohol, tobacco, and other drug

are well known and enforced in athletics

101

Lansing District Main Needs

• Increase the number of students who achieve

proficiency in the Math/ELA Assessment Tests

• Implement health system infrastructure improvements
• Update VADIR Reporting
• Expand information about T-S-T BOCES student
• fferings and accomplishments on the district website
• Utilize National Standards for Family-School

Partnerships to further enhance meaningful family and community engagement in health and academic improvement.

102

Lansing District Main Needs Continued

• Improve systematic community action of what

health-related data is collected and what is done with it

• Locate the comprehensive School Health Index

assessment report completed about 8 years ago to use for comparison to future assessments

• Develop and implement a comprehensive health

assessment plan using tools presented

103

Next Steps and Conclusion

Presented by: Amanda Recor Project Coordinator HLH:635-Spring 2015

104

Tool Summary & Possible 3-Year Timeline

ORDER of PRIORITY DATE TOOL Results Can Help

High – May have been done. If so,

• review. If not, have team complete
• assessment. Plan & share with

team & district. Implement results. Summer 2015 WellSAT (Yale Rudd Center) Free Plan strategies to strengthen wellness policies & measures to assess effectiveness of them. TST BOCES may be able to help your team do it yourself. High – Never completed. Complete, plan and implement. Fall 2015 WHSC (CDC) Free Maintain healthy work force, reduce health costs, improve attendance/morale. High – Never completed. Complete, plan and implement. Fall 2015 SEW (DHPE) Info & practical tools to improve existing wellness program efforts for employees High – Never completed. Conduct assessment, plan, and implement changes for academic success. Spring 2016 NSFSPAG (PTA) Free Strengthen programs, practices, & policies for families, schools, & community to work together Medium – Never completed. Conduct district-wide assessment, plan implement Summer 2016 HECAT (CDC) Free Strengthen health curriculum or replace with evidence-based one for youth adoption of health enhancing behaviors Medium – Never completed. Do assessment, plan, and implement. Summer 2016 PECAT (CDC) Free Strengthen PE curriculum & improve PA challenges, fitness & obesity levels Medium – Never completed. Assess & plan Coordinated School Health Infrastructure, etc. Fall 2016 SHI (CDC) Free Also online status of CSH components, policies & practices & develop infrastructure & CSH improvement plan. Implement. Medium – Never completed. Assess & plan Coordinated School Health Infrastructure, etc. Fall 2016 HSRC (ASCD) $59-$79 Also online Improve school health system infra- structure, climate, & efficiency. Develop school improvement plan. Implement. Anytime Tune-Up – Never

• completed. Quick, online

By 2017- Summer SIT (ASCD) Free Strengthen whole child approach in all areas of school. Great resources. Anytime Tune-Up & Recognition - Never completed. Assess & reward hard work on PA & nutrition

During 2017/2018 School Yr.

HSPI (AFHG) Free Identify best PA, nutrition, environment practices, policies – tech help & recognition awards (Wellness Policy)

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105

Tool Acronyms, Names & Websites – *Right click to open hyperlink

ACRONYM/Source TOOL

WEBSITE WellSAT 2.0 (Rudd Center) Wellness School Assessment Tool http://www.wellsat.org/ WHSC (CDC) Worksite Health ScoreCard

http://www.cdc.gov/dhdsp/pubs/docs/HSC_Manual.pdf

SEW (DHPE) School Employee Wellness: A Guide to Protecting the Assets

• f Our Nation’s Schools

http://c.ymcdn.com/sites/dhpe.site- ym.com/resource/group/75a95e00-448d-41c5-8226- 0d20f29787de/Downloadable_Materials/EntireGuide.pdf

NSFSPAG (PTA) National Standards for Family-School Partnerships: Assessment Guide http://www.pta.org/files/National_Standards_Asses sment_Guide.pdf HECAT (CDC) Health Education Curriculum Analysis Tool http://www.cdc.gov/healthyyouth/hecat/index.htm PECAT (CDC) Physical Education Curriculum Analysis Tool http://www.cdc.gov/healthyyouth/PECAT/ SHI (CDC) School Health Index http://www.cdc.gov/healthyyouth/shi/ HSRC (ASCD) Healthy School Report Card

http://www.ascd.org/publications/books/110140/chapt ers/The-Purpose-of-the-Healthy-School-Report- Card.aspx

SIT (ASCD) School Improvement Tool http://sitool.ascd.org HSPF (Alliance for a Healthier Generation) Healthy School Program Inventory https://schools.healthiergeneration.org/_asset/l062 yk/Healthy-Schools-Program-Framework.pdf

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106

Coordinated School Health System Vision

• In the next 5 years, the Lansing Central School

District will partner with staff, students, families, and the community to produce healthier children who are higher achievers as a result of addressing the CDC’s identified risky health behaviors and health barriers to learning through a coordinated school health framework that systematically addresses all ten components of ASCD’s Whole School, Whole Community, Whole Child Model.

107

Essential Structures of a Coordinated School Health Framework

• A Healthy Schools Coordinator
• A Representative District Health Council (Wellness Team)
• Building – level Healthy School Teams
• Administrative Support
• Data-Driven Long-term Strategic Plan
• Data Collection based on standard health assessment

tools

• Reports and organized dissemination
• Evaluation and re-assessment

(Dippo, 2015)

108

Why are the Essential Structures So Important?

• Form a foundation
• Provide direction
• Establish a system
• Create effectiveness and sustainability
• Enable Systematic coordination of all school

health components.

(Dippo, 2015)

109

Coordinated School Health System Infrastructure Proposal #1Lansing Central School District

110

Coordinated School Health System Infrastructure Proposal #2Lansing Central School District

Board of Education Superintendent

Network Specialist Director of Special Programs School Business Administrator Manager

Healthy Schools Coordinator District-level Coordinated School Health, Safety and Wellness Team

Buckley Elem. School SDT Principal-led Middle School SDT Principal-led High School SDT Principal-led Middle School HST High School HST Primary HST Director of Athletics Building Principals

HST = Building-level Healthy School Team (Dippo, 2015) SDT = Shared Decision Making Team

111

Coordinated School Health System Infrastructure Proposal #3Lansing Central School District

Board of Education Superintendent

Network Specialist Director of Special Programs School Business Administrator Manager

Healthy Schools Coordinator District-level Coordinated School Health, Safety and Wellness Team

Buckley Elem. School Healthy School SDT Principal-led Middle School Healthy School SDT Principal-led High School Healthy School SDT Principal-led Director of Athletics Building Principals

(Dippo, 2015) HSSDT = Building-level Healthy School Shared Decision Making Team

112

Final Summary

(Designed To Move, 2014)

113

THANK YOU!

• Lansing Central

School District

• Ms. Chris

Pettograsso

• Key Informants
• Any

Questions?

114

References

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• Alliance for a Healthier Generation. (2014). Healthy schools program framework of best practices.

Retrieved from https://schools.healthiergeneration.org/_asset/l062yk/Healthy-Schools-Program- Framework.pdf. Retrieved 3/23/2015

• Alliance for a Healthier Generation. (2015). Healthy kids learn better. Retrieved from

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htts://www.healthyschoolcommunities.org/hsrc

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htts://www.healthyschoolcommunities.org/hsrc

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115

References

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Physical Education and Recreation [SSDHPER]. (2002). Making the connection: Health and student

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440658-dt-content-rid-3805105_1/courses/2015Spring-HLH635- 601/Making%20the%20Connection-He%20%26%20Stu%20Achieve-REVISED-ASTHO-Wk%233.pdf

• Attendance Works. (2014). Bringing attendance home: Engaging parents in preventing chronic
• absence. Retrieved from: http://www.attendanceworks.org/wordpress/wp-

content/uploads/2014/08/Positive-Priority-Outreach-Toolkit_081914.pdf

• Attendance Works. (2014). Driving with data: Your district’s call to action. Retrieved from

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• Attendance Works. (2014). The power of positive connections: Reducing chronic absence through

PEOPLE (Priority Early Outreach for Positive Linkages and Engagement). Retrieved from http://www.attendanceworks.org/wordpress/wp-content/uploads/2014/08/Positive-Priority- Outreach-Toolkit_081914.pdf

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involving parents in school health. Retrieved from http://www.cdc.gov/healthyyouth/protective/pdf/parent_engagement_strategies.pdf

• Center for Public Education. (2011, August 30). Back to school: How parent involvement affects

student achievement (full report). Retrieved from http://www.centerforpubliceducation.org/Main-Menu/Public-education/Parent- Involvement/Parent-Involvement.html

116

References

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physical activity, including physical education, and academic performance. Atlanta, GA: US Department of Health and Human Services Retrieved from http://www.cdc.gov/healthyyouth/health_and_academics/pdf/pa-pe_paper.pdf

• Centers for Disease Control and Prevention (2015). Expanding the coordinated school

health approach. Retrieved April 27, 2015, from http://www.cdc.gov/healthyyouth/wscc/ approach.htm

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increasing protective factors among youth. Atlanta, GA: U.S. Department of Health and Human Services. Retrieved from http://www.cdc.gov/healthyyouth/protective/pdf/connectedness.pdf

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Improving student health and academic achievement. Division of Adolescent and School

• Health. Atlanta, GA. Retrieved from

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• tool. Retrieved from http://www.cdc.gov/HealthyYouth/HECAT/index.htm.
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117

References

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http://www.scienceworldreport.com/articles/17340/20140924/lack-of-sleep-among-adolescents- increases-risk-of-failure-in-school.htm

• Centers for Disease Control and Prevention. (2014). School health index: Self-assessment and

planning guide. Retrieved from http://www.cdc.gov/healthyyouth/shi

• Centers for Disease Control and Prevention. (2014). School health index. Retrieved May 1, 2015,

from http://www.cdc.gov/healthyyouth/SHI/introduction.htm

• Centers for Disease Control and Prevention. (2014). Worksite health scorecard. Division for Heart

Disease and Stroke Prevention. Retrieved from http://www.cdc.gov/dhdsp/pubs/worksite_scorecard.htm

• ChangeLab Solutions. (2013). Sugary drinks: Approaches to reduce sugary drink consumption.

Retrieved from http://changelabsolutions.org/publications/sugary-drinks-roadmap-brochure

• Conaway, M. (2015, February 27). Interview by E. Mulrain. Lansing Key Informant. [Email

Interview]. Health Department: State University of New York. Cortland, NY.

• Dairy Council of California. (2009). Good nutrition: The first step in getting kids ready to learn.

Retrieved from http://www.healthyeating.org/Schools/Administrators.aspxReferer=dairycouncilofca

• Davis, N. (2014). School improvement plan writer B. (PowerPoint). Health Department: State

University of New York. Cortland, NY.

• Dippo, J. (2015, February 2). Lansing Central Schools spring 2015: District improvement plan
• project. [Handout]. Health Department: State University of New York. Cortland, NY.
• Dippo, J. (2015, February 2). School improvement plan project: Overview and guidelines for

preparation of group projects for Lansing Central School District. [PowerPoint]. Health Department: State University of New York. Cortland, NY.

118

References

• Dippo, J. (2015, January 26). The school health program: Syllabus-at-a-glance. [Handout]. Health

Department: State University of New York, Cortland, NY.

• Dippo, J. (2015, March 27). District improvement project: PowerPoint feedback. [E-mail]. Health

Department: State University of New York. Cortland, NY.

• Dippo, J. (2015, March 30). Laying the foundation: Coordinated school health infrastructure.

[PowerPoint]. Health Department: State University of New York. Cortland, NY.

• Dippo, J. (2015, March 30). Laying the Foundation: Coordinated School Health Infrastructure

[PowerPoint]. Health Department: State University of New York. Cortland, NY.

• Directors of Health Promotion and Education. School employee wellness: A guide for protecting

the assets of our nation's schools. (2015). Atlanta, GA. http://c.ymcdn.com/sites/dhpe.site- ym.com/resource/group/75a95e00-448d-41c5-8226- 0d20f29787de/Downloadable_Materials/EntireGuide.pdf

• Epstein, J. (2011). Develop effective programs of school, family and community partnerships.

[PowerPoint]. Johns Hopkins University.

• Epstein, J. L., Coates, L., Salinas, K. C., Sanders, M. G., & Simon, B. S. (1998). National network of

partnership schools: Epstein's six types of involvement. Retrieved from http://www.csos.jhu.edu/p2000/sixtypes.htm

• Evener, J. (2015, February 13). Interview by N. Woytan. Lansing Key Informant. [Email Interview].

Health Department: State University of New York. Cortland, NY.

• Ferguson, C. (2015, March 17). Interview by N. Woytan. Lansing Key Informant. [Email Interview].

Health Department: State University of New York. Cortland, NY.

• Food Research and Action Center. (2014). Breakfast for learning. Retrieved from

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• Great Valley School District. (n.d.). Information and Learning Resources. [Graphic]. Retrieved from

http://www.gvsd.org/page/101

119

References

• Inman, L. (2015, February 24). Interview by N. Woytan. Lansing Key Informant. [Email Interview].

Health Department: State University of New York. Cortland, NY.

• Koch, S. (2015, February 21). Interview by N. Woytan. Lansing Key Informant. [Email Interview].

Health Department: State University of New York. Cortland, NY.

• Lansing Central School District. (2015). Code of Conduct. Retrieved March 20, 2015, from

http://www.lcsd.k12.ny.us/site/default.aspx?PageID=1

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http://www.lcsd.k12.ny.us/site/default.aspx?PageID=1

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• Lansing Central School District. (2015). Staff directory. Retrieved March 20, 2015, from

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• Lansing Central School District. (n.d.) Lansing Central School District. Retrieved March 28, 2015

from http://www.lcsd.k12.ny.us/site/default.aspx?PageID=1

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References

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http://lansingrec.com/parks/myers-park-

• Marabella, D. (2015, March 2). Interview by N. Woytan. Lansing Key Informant. [Email Interview].

Health Department: State University of New York. Cortland, NY.

• Matilda, B. (2014). Lack of sleep increases risk of failure in school among teens. Retrieved from

http://www.scienceworldreport.com/articles/17340/20140924/lack-of-sleep-among-adolescents- increases-risk-of-failure-in-school.htm

• Medical News Today. (2015). Better breakfast, better grades. Retrieved from

http://www.medicalnewstoday.com/releases/291071.php

• Minahan, J. (2015). Skill-building approaches to anxiety-fueled work avoidance. Retrieved from

http://www.huffingtonpost.com/jessica-minahan/skillbuilding-approaches-to-anxiety-fueled- work_b_6836278.html

• National PTA. (2014). National standards implementation guide. Retrieved from

http://www.pta.org/programs/content.cfm?ItemNumber=180

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healthy and successful students. Retrieved from http://www.schoolhealthcenters.org/wp- content/uploads/2011/09/Families_as_Partners_final3.pdf

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higher). Retrieved March 21, 2015, from https://www.health.ny.gov/statistics/chac/general/g75.htm

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Lansing, NY.

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122

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(ASCD, 2015)

Whole Child Components

125

Whole Child Tenets

(ASCD, 2015)

126

The Child

(ASCD, 2015)

127

What Can Parents Do?

• Make getting students to school on time

everyday a top priority

• Alert schools to barriers that keep kids from

attending class.

• Ask for and monitor data on your child's and the

schools chronic absences

(Attendance Works, 2014)

128

(Attendance Works, 2014)

People Approach (School Level)

129

Teaching Attendance

• Emphasize attendance from day one
• Get involved in attendance awareness month.
• Use parent teacher conference to talk about attendance
• Run a parent pledge campaign
• Promote a culture of attendance all year long

(Attendance Works, 2014)

130

(Attendance Works, 2014)

District and Community Level

131

Parent Engagement

• Parents and school faculty members working together to support

the student, improve learning, development and health of children

• Making MEANINGFUL connections in school, at home, in out-of-

school programs and in the community

(Centers for Disease Control and Prevention ,2012)

132

Benefits of Parent Engagement

• Earn higher grades and test scores
• Enroll in higher-level programs
• Attend school regularly
• Have better social skills/better behavior
• Graduate and go on to post-secondary education
• Less likely to engage in risky behaviors

(Center for Public Education, 2011 (Centers for Disease Control and Prevention, 2012)

133