Coordinated School Health:Data-Driven Decisions for Healthier Schools

Coordinating School Health:Data-Driven Decisions for Healthier

SchoolsA model developed by the Center for Disease Control (CDC) to systematically improve children’s health by integrating health strategies of schools, public health agencies, families and community leaders through schools.

http://www.cdc.gov/HealthyYouth/CSHP/

Three Facets of Health

The World Health Organization defines health positively as “a state of complete physical, mental and social well-being,” not merely the absence of disease or infirmity.

The Picard Center & Coordinated School Health

Mission StatementOur mission is to improve the physical, mental and social health of children and families through data-driven decision making and technical assistance, creating collaborative partnerships that emphasize a child centered philosophy.

The CDCSix Critical Health Behaviors• Alcohol and Drug Use• Injury and Violence (including suicide)• Tobacco Use• Nutrition (Obesity)• Physical Activity• Sexual Risk Behaviors

http://www.cdc.gov/HealthyYouth/CSHP/

Middle School Example:6-8 Grade (337 Participants) Body Mass Index

The Picard Center

• Critical issues facing students and the Louisiana Department of Education:– Truancy– Dropouts– Attendance– Behavior– Retention

• A key contributor to the student dropout rate is school discipline. A student is more likely to drop out if he/she has been suspended or expelled.1 A student is also more likely to drop out if he/she has been retained–an almost inevitable consequence of multiple suspensions.2

Risk Factors for Dropout:• School Performance

– Retention/Overage for Grade

• School Behavior

– Early Aggression

• School Engagement

– Low Commitment to School

• Early Adult Responsibility

– Parenthood

• Family Background Characteristics

• Family Engagement/Commitment to Education

• Social Attitudes, Values & Behaviors

• Individual Background Characteristics

– IEP?*Risk Factors were adapted from the National Dropout Prevention Center

One School District:

Coordinated School Health

Areas of Focus:• Alcohol and Other Drugs• Obesity• School Readiness• Behavior • Attendance and Truancy• Student Health Services

What is our objective?• Engage stakeholders in school improvement

(school,district,community and state level)• Collect data to drive CSH Implementation• Conduct data analysis (trend, root-cause)• Research best practices to address data discovered

issues• Organize fiscal and physical resources for healthy

productive schools• Build sustainable instructional teams that make a

difference to students• Provide Technical Assistance

Picard Center Coordinated School Health Model

PREREQUISITES TO SUCCESSFUL DISTRICT IMPLEMENTATIONCoordinated School Health & PBS

• District Leadership Team• Organizational Umbrella

• Financial Models• Data-Driven Decision Making• Political Support

• Progress Monitoring• Pilot Sites (Demonstration Sites)

What is next?• Areas of focus:

– Alcohol & Other Drugs– Obesity– School Readiness– Behavior– Attendance & Truancy– Student Health Services (Physical & Mental)

Data Triangulation Example: BEHAVIOR

• Strengths– District Wide

Implementation of Universal PBS

– Reduced # of OSS– All schools completed

S.E.T and Benchmarks of Quality

• Weaknesses– No schools implementing

secondary interventions – Grant ending reducing

mental health staff from 8 to 3

– Limited Community Mental Health Providers

From the data triangulation…• The district team develops a goal &

objectives on the area of focus:– Behavior goal:

Maximize access to mental health resources within the school district and the community to maximize instruction.

Picard Center Coordinated School Health Model

Issue

How do we get the help we need?

• Action Planning

• District Team

• School Based Team

• District Resources

• Community Health Advisory Council

Data Driven Decision Making

• Policies

• Practices

• Programs

References

1. Russell Skiba et al., The Dark Side of Zero Tolerance: Can Punishment Lead to Safe Schools? 80 Phi Delta Kappan, 372 (1999).

2. Jay P. Heubert & Robert M. Hauser, Ed.S., High Stakes: Testing for Tracking, Promotion, and Graduation, 129 (1999).

www.picardcenter.org

Contact Information

P.O. Box 42730, Lafayette LA 70504Phone: 337-482-1567 Fax: 337-482-

1553

Gabe Rodriguez337-482-0507

gabe.rodriguez@louisiana.edu