advocacy 101: going the distance for school health 101: going the distance for school health asha...
TRANSCRIPT
Advocacy 101: Going the Distance for School Health
ASHA Annual Conference
October 14, 2015
Orlando, FL
Presenters
• Sandy Klarenbeek, CHES, FASHA
• Kayce D. Solari Williams, Ph.D., MPH, MS
• JoEllen Tarallo-Falk, Ed.D., MCHES, FASHA
• Catherine Vowell, MBA
• David C. Wiley, Ph.D., MCHES, FASHA
Agenda • Setting the Stage
• Advocacy 101
• Using Data for Advocacy
• Case Approach
• Break
• Health & Academics
• Garnering Administrative Support
• ASHA’s Advocacy Committee
• Take Away: Tools & Strategies
Today’s Objectives
• Participants will understand basic concepts of advocacy for school health
• Participants will identify strategies for advocacy that cut across schools, school districts, and community structures
• Participants will identify approaches for gaining administrator support for school health
• Participants will identify the current focus related to advocating for school health on the national level
Materials
• ASHA Advocacy 101 Manual, 2001
• NASBE What School Boards Can do to Support CSH
• ASHA What School Administrators Can do to Support CSH
• AAP Advocacy Guide: http://www2.aap.org/commpeds/CPTI/training-modules.cfm
Housekeeping/Ground Rules
• Start/end on time
• Breaks are scheduled, but leave as you need
• Confidentiality
• Respectful of others’ views
• Limit the side conversations
• Active participation, but okay to “pass”
• Texting and cell phone etiquette please
Politicking
• Politicking: “participating in or intervening in any political campaign on behalf of (or opposition to) any candidate for public office (which includes national, state of local.”
• Includes
• Contribution of funds or public statements of position (verbal or written) made on behalf of the organization to support or support any candidate
• Distributing statements by others that favor or oppose any candidate for public office
• Allowing a candidate to use resources of an organization w/o allowing other candidates equal opportunity
• Voter education conducted in a non-partisan manner is allowed
Source: CBIZ, The Policies and Politics of Lobbying: How to Avoid the Controversies and Penalties. Available at: http://www3.cbiz.com/page.asp?pid=9819
Advocacy
• “Advocacy is the pursuit of influencing outcomes, including public policy and resource-allocation decisions within political, economic, and social systems and institutions-that directly affect people’s lives”
• Shaping public policy (not political races)
• “Speaking up” about your organization, its mission and purpose
• Right of every member of society
Source: CBIZ, The Policies and Politics of Lobbying: How to Avoid the Controversies and Penalties. Available at: http://www3.cbiz.com/page.asp?pid=9819
Segment Overview
Use of assessments / data
Identifying and prioritizing issues
Role of coalitions and partnerships
State
Community
Schools
Parents
Students
Appropriate Use of Data
Surveillance
Advocacy
Program Evaluation
Grants
Drive Instruction
Objective Communication
Goal setting
What are the Issues?
C. S. Mott Children’s Health Poll 2015
Childhood Obesity 60%
Bullying 58%
Internet Safety 51%
Child Abuse & Neglect 49%
Sexting 45%
Smoking and Tobacco Use 45%
School Violence 45%
Teen Pregnancy 42%
Stress 41%
Local Sources of Data
•FitnessGram
District
•School Health Index
School
•Youth Risk Behavior Surveillance Survey
Community
El Paso ISD FitnessGram®
Healthy Fitness Zone® Achievement* Grade EPISD (Boys) State (Boys) EPISD (Girls) State (Girls)
3 56% 28% 70% 32%
4 54% 20% 68% 27%
5 56% 17% 56% 23%
6 44% 17% 56% 23%
7 38% 17% 49% 21%
8 39% 18% 42% 19%
9 28% 14% 23% 13%
10 19% 13% 29% 12%
11 21% 12% 20% 10%
12 12% 9% 10% 8%
*HFZ achievement in all six areas assessed; SY2010
Carol M. White PEP Grants
• Cadre of lead teachers trainers
• Comprehensive k-12 physical education curriculum
• Pedometers – elementary
• Heart rate monitors – secondary
• Fruit and veggie club – 2nd grade
• Online professional development modules
Paso del Norte Health Foundation Grant
Goals: 1) Improve Health Literacy, 2) Increase Physical Activity, and 3)
Share Results
Districted develop CSH Program
Integrated elementary health curriculum
Comprehensive secondary health curriculum
Activity Zones (Elementary)
Wellness Centers (Secondary)
Comprehensive 3rd party evaluation with annual reports
SHAC Approved!
Secondary Curriculum
Big Decisions
EPISD Health
Secondary Supplemental Programs
No Means No
Power 2 Wait
Power 2 Talk
Elementary programs
Always Changing
Just Around the Corner
School Health Advisory Council
Membership:
Staff – district personnel representing the 8-component CSHP model
Community
University of Texas at El Paso
Paso del Norte Health Foundation
Texas Department of State Health Services
Department of Health
Pan American Health Organization
Braden Aboud Memorial Foundation
American Cancer Society
Parents – 1 representative from each campus
SHAC Resolutions Accepted
by the EPISD School Board
High School Health Requirement State Mandates
Middle School Comprehensive Health State Mandates
Human Sexuality Criteria Document YRBSS
Elementary - Integrated Health Model SHI
Healthy Snack Guidelines FitnessGram
Recess B4 Lunch Wellness Policy
Sun Shelters Wellness Policy
Other Notable Partners Pan American Health Organization
Chamizal Improvement Project
El Paso County & District Attorney’s Office
No Te Dejes! (Don’t Let Yourself)
Braden Aboud Foundation
Blanket drive
Annual fun run
Annual sneakers 4 schools giveaway
Safe Routes to Schools
First Tee
USTA
Advocating for YRBS Case Scenario The state level legislators have passed new rules that allow local school districts
to opt out of surveying students unless it is mandated at the national or state
level.
As a School Health Coordinator, that can significantly impact your work.
You rely on data from the YRBS and other reliable data to apply for funding to
support school health programming.
What strategies would you use to advocate to your local school administration
and school board to allow your students to take the YRBS and/or other surveys
for data gathering to be used in grant writing?
EVIDENCE MESSAGE ACTION
Know the Core Messages
AND
The Audience-Specific Messages
Be Ready to Share with Key Stakeholders
How They Can Take Action
Healthy Eating
Physical Activity
Academic Achievement
28
Academic Achievement
30
Academic performance
• Class grades • Standardized tests • Graduation rates
Education behavior
• Attendance • Drop out rates • Behavioral problems at school
Students’ cognitive skills and attitudes
• Concentration • Memory • Mood
Healthy Eating and Academic Achievement
Dietary Behavior/Issue Related Academic Achievement Outcomes
Participation in the School Breakfast Program (SBP)
• Increased academic grades and standardized test scores • Reduced absenteeism • Improved cognitive performance
Skipping breakfast • Decreased cognitive performance
Lack of adequate consumption of specific foods
• Lower grades
Deficits in specific nutrients • Lower grades • Higher rates of absenteeism and tardiness
Insufficient food intake
• Lower grades • Higher rates of absenteeism • Repeating a grade • Inability to focus
31
Core Messages
• Healthy students are better learners
• Schools can influence eating and physical activity behaviors
• Healthy, successful students help build strong communities.
• All students deserve the opportunity to be healthy and successful
33
Audience-specific Messages
Audience Benefits to the Audience
States • Help reduce barriers to learning • More likely to have higher levels of education • Contributes to a better prepared workforce
School Districts • Increased attendance rates • Increased graduation rates • Higher district-wide test scores and grades
Schools • Meet educational goals • Decreased rates of student absenteeism • Fewer behavioral problems • Higher school-wide test scores and grades
Parents • Opportunities for your child to practice healthy behaviors • Help your child become better learners
Students • Feel better • Increase their concentration • Have better grades and test scores
34
Share the Message
• Consistently share the evidence, key messages, and benefits with key
stakeholders
• Include this topic in professional development for district and school
staff
• Ask parents to support and promote the healthy eating and physical
activity as a way to improve academic achievement
• Use meaningful success stories that support healthy eating and physical
activity as a way to improve academic achievement
35
39
• CDC Resources and Guides • http://www.cdc.gov/HealthyYouth/health_and_academics/
• ASCD The Whole Child Initiative • http://www.ascd.org/whole-child.aspx
• Healthy Schools Campaign “Healthy In Mind” Report • http://www.nasmhpd.org/docs/PreventionResources/Health_in_Mind_Report.pdf
• Action for Healthy Kids – “The Learning Connection” • http://www.actionforhealthykids.org/media-center/reports/706-the-learning-connection-what-you-
need-to-know-to-ensure-your-kids-are-healthy-and-ready-to-learn
41
REFERENCES Centers for Disease Control and Prevention. The Association Between School-based Physical Activity, Including Physical Education, and Academic Performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010. Kleinman RE, Hall S, Green H, Korzec-Ramirez D, Patton K, Pagano, ME, Murphy JM. Diet, breakfast, and academic performance in children. Annals of Nutrition & Metabolism. 2002;46(suppl 1):24–30. Meyers AF, Sampson AE, Weitzman M, Rogers BL, Kayne H. School breakfast program and school performance. American Journal of Diseases of Children. 1989;143(10):1234–1239. Murphy JM, Pagano ME, Nachmani J, Sperling P, Kane S, Kleinman RE. The relationship of school breakfast to psychosocial and academic functioning: Cross-sectional and longitudinal observations in an inner-city school sample. Archives of Pediatrics and Adolescent Medicine. 1998;152(9):899–907. Pollitt E, Mathews R. Breakfast and cognition: an integrative summary. American Journal of Clinical Nutrition. 1998; 67(4), 804S–813S. Rampersaud GC, Pereira MA, Girard BL, Adams J, Metzl JD. Breakfast habits, nutritional status, body weight, and academic performance in children and adolescents. Journal of the American Dietetic Association. 2005;105(5):743–760, quiz 761–762. Taras, H. Nutrition and student performance at school. Journal of School Health. 2005;75(6):199–213. Murphy JM. Breakfast and learning: an updated review. Current Nutrition & Food Science. 2007; 3:3–36. Bradley, B, Green, AC. Do health and education agencies in the United States share responsibility for academic achievement and health? A review of 25 years of evidence about the relationship of adolescents’ academic achievement and health behaviors. Journal of Adolescent Health. 2013; 52(5):523–532. Benton D, Jarvis M. The role of breakfast and a midmorning snack on the ability of children to concentrate at school. Physiology & Behavior. 2007;90(2-3):382–385. Gajre NS, Fernandez S, Balakrishna N, Vazir S. Breakfast eating habit and its influence on attention concentration, immediate memory and school achievement. Indian Pediatrics. 2008;45(10):824–828.
Wesnes KA, Pincock C, Richardson D, Helm G, and Hails S. Breakfast reduces declines in attention and memory over the morning in schoolchildren. Appetite. 2003; 41(3):329–331. Vaisman N, Voet, H, Akivis A, Vakil E. Effect of breakfast timing on the cognitive functions of elementary school students. Archives of Pediatrics & Adolescent Medicine. 1996;150(10):1089–1092. Widenhorn-Müller K, Hille K, Klenk J, Weiland U. Influence of having breakfast on cognitive performance and mood in 13- to 20-year-old high school students: results of a crossover trial. Pediatrics. 2008;122(2):279–284. Mahoney CR, Taylor HA, Kanarek RB, Samuel P. Effect of breakfast composition on cognitive processes in elementary school children. Physiology & Behavior; 2005; 85(5): 635–645. MacLellan D, Taylor J, Wood K. Food intake and academic performance among adolescents. Canadian Journal of Dietetic Practice and Research. 2008;69(3):141–144. Neumark-Sztainer D, Story M, Dixon LB, Resnick MD, Blum RW. Correlates of inadequate consumption of dairy products among adolescents. Journal of Nutrition Education. 1997;29(1):12–20. Neumark-Sztainer D, Story M, Resnick MD, Blum RW. Correlates of inadequate fruit and vegetable consumption among adolescents. Preventive Medicine. 1996;25(5):497–505. Snyder TD, Dillow SA. Digest of Education Statistics 2011 (NCES 2012-001). Washington, DC; National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education; 2012. Alaimo K, Olson CM, Frongillo EA. Food insufficiency and American school-aged children’s cognitive, academic, and psychosocial development. Pediatrics. 2001;108(1):44–53. Kleinman RE, Murphy JM, Little M, Pagano M, Wehler CA, Regal K. Hunger in children in the United States: potential behavioral and emotional correlates. Pediatrics. 1998;101(1):E3. Pollitt E, Cueto S, Jacoby E. Fasting and cognition in well- and undernourished schoolchildren: a review of three experimental studies. American Journal of Clinical Nutrition. 1998;67:779S–784S. Centers for Disease Control and Prevention. School health guidelines to promote healthy eating and physical activity. MMWR. 2011;60(No. RR-#5):1–76.
GARNERING ADMINISTRATOR SUPPORT FOR
SCHOOL HEALTH
JoEllen Tarallo-Falk, Ed.D., MCHES, FASHA
Center for Health and Learning
www.healthandlearning.org
Objective: Identify tools and strategies to actively engage school administrators in supporting the district’s school health programs.
What attitudes or actions do you
want to encourage?
What data do administrators need to
interpret the issue?
What policies or programs do you want to
promote?
Center for Health and Learning
A is for Advocate!
Anchor (the concern)
Add (knowledge)
Apply (to the situation)
Away (suggest next steps) Center For Health and Learning
Anchor
Add
Apply
Away
Round 1:
Person “A” will be the administrator and ask the advocate the question on the card.
Person “B ” will be the advocate and will role model a response.
At the bell, the administrator will give the advocate feedback…tell what was effective.
Round 2:
Switch roles and repeat
To Begin:
1. Form pairs
2. Decide… who is “A” and who is “B”
3. Prepare for the following situations
PRACTICE USING THE AAAA MODEL
THE SITUATION: You have been experiencing an increase of office visits that you associate with mental health problems. You believe the school needs to get a protocol established with the local mental health agency. You are in the hall talking with your administrator….
Administrator: I have had a lot of teachers send students to my office lately.
Advocate: (Anchor the concern.)
Center for Health and Learning
Administrator: There seems to be an increase in behavior problems.
Advocate: (Add knowledge, e.g., data about number of office visits by types of issues)
Administrator: Students are anxious and harsh to one another.
Advocate: (Apply to the situation)
Administrator: We may need to address this with the Educational Support Team.
Advocate: (Away – suggest next step/s)
Center For Health and Learning
THE SITUATION: Parents worked hard to get vending machine policies in place last year. District vision statement includes mention of “children coming to school ready to learn.” School staff are eager for a program to reduce overweight. Lots of staff supportive of after school programming but there has been no action. You are in the hall talking with your new administrator….
Administrator: I am concerned about how much weight Jeri has gained.
Advocate: (Anchor the concern about fitness levels and eating habits.)
Center for Health and Learning
Administrator: I am not sure what we could do.
Advocate: (Add knowledge, e.g., data about student fitness levels and eating habits and amount of screen time kids report at home.)
Administrator: I don’t know what the proper role of the school is here.
Advocate: (Apply to the situation)
Administrator: Perhaps we should consider talking to parents about interest.
Advocate: (Away – suggest next step/s)
Center For Health and Learning
RESOURCES
• Identify staff, parent and/or community stakeholders
• Identify local, state and national resources
• Use information and resources to identify research-based programs and strategies
Committee Members
Dr. David Wiley Catherine
Vowel Ann Junk Dr. JoEllen
Tarello-Falk
Beth Cox Sandy Klarenbeek
Jamie Sparks Kayce Solari Williams
Linda Morse
Purpose of Advocacy Committee
Actively support issues at the national level which align to:
ASHA’s mission,
strategic plan,
core beliefs in action,
and/or ASHA is specifically noted as a partner or officially represented on
development committee.
Focus of Work
Survey of membership to identify priority areas, fall 2014
Priority areas:
Support health and physical education/activity as core academic subjects in
ESEA/ECAA (Every Child Achieve Act) reauthorization.
Support WSCC (Whole School, Whole Community, Whole Child) model for
coordinating school health
Support state level school health coordinator positions
Organizational Structure
Recruited committee members
Members volunteered for work groups:
On the Spot work group – review sign-ons requests/support letters
Conference Workshop work group – part of the responsibility of this committee in
the ASHA strategic plan
Coordinated School Health work group
ESEA/ECAA Reauthorization work group
Legislator of the Year award work group
Position Papers, not Resolutions
Change to position paper:
More effective, timely process
Provide staff and members with tools for advocacy
Avoid out-datedness
Write so non-health people can understand and use
Format
Position Statement: A Coordinated Approach to Support Health and Learning
http://www.ashaweb.org/news-events/advocacy/#positions
Mission: A coalition of national organizations dedicated to improving the health
and well-being of all preK-12 children and youth through collective advocacy
and policy change at the federal level.
Meet monthly to address health and education issues that affect our children and youth
On the Spot work group quickly responds