Working together for kids, families, schools, and communities

Taken From:Comprehensive School Health Coordinators AssociationMichigan Department of EducationCenters For Disease Control

Schools by themselves cannot—and should not be expected to—solve the nation’s most serious health and social problems. Families, health care workers, the media, religious organizations, community organizations that serve youth, and young people themselves also must be systematically involved. However, schools could provide a However, schools could provide a critical facility in which many agencies critical facility in which many agencies might work together to maintain the might work together to maintain the well-being of young people. well-being of young people.

~Centers for Disease ~Centers for Disease ControlControl

IT IS DIFFICULT FOR STUDENTS TO BE SUCCESSFUL IF THEY ARE:

SickUsing Alcohol or other drugs

HungryAbused

Depressed TiredBeing bulliedStressed

Vision Statement:Vision Statement:School-aged children are socially, emotionally and physically healthy and engaging in behaviors that promote lifelong health and academic achievement within a supportive family, school and community environment ~Michigan Department of Education

A coordinated school health program (CSHP) model consists of eight interactive components working together to facilitate a healthier school community.

Why do we need healthier school communities?

The Michigan Youth Risk Behavior Survey indicates that: 30% of high school students were in a physical fight in the

last thirty days. 26% have experienced the symptoms of clinical depression

in the last year and 16% seriously considered suicide. 23% have used tobacco and 38% have used alcohol in the

last thirty days. 37% have tried marijuana. 42% have had sexual intercourse. only 17% eat five or more servings of fruit and/or

vegetables a day. 33% are not physically active.

Research shows that Coordinated School Health Programs (CSHP) improve the percentage of students passing standardized tests in math and readingThe more program components supporting CSHP, the higher the percentage of students passing standardized tests in math and reading.

Cook, C.M. (2005). The Relationship between Coordinated School Health Programs and Academic Measures of Student Success in 18 Large Urban School Districts. Doctoral Dissertation, Kent State University, 2005.

While each component brings its own focus to building healthy lifestyles, when coordinated they are more effective for using limited resources

RISKS TO

HEALTH

School policies and infrastructure support opportunities for leading a healthier lifestyle.

School policies and infrastructure support opportunities for leading a healthier lifestyle.

Families and communities reinforce healthy lifestyle choices, in all settings, both in and out of school.

School policies and infrastructure support opportunities for leading a healthier lifestyle.

Families and communities reinforce healthy lifestyle choices, in all settings, both in and out of school.

Faculty and staff are empowered to select, promote and reinforce positive lifestyle choices.

School policies and infrastructure support opportunities for leading a healthier lifestyle.

Families and communities reinforce healthy lifestyle choices, in all settings, both in and out of school.

Faculty and staff are empowered to select, promote and reinforce positive lifestyle choices.

Students receive services supportive of social and emotional well being and positive mental health.

School policies and infrastructure support opportunities for leading a healthier lifestyle.

Families and communities reinforce healthy lifestyle choices, in all settings, both in and out of school.

Faculty and staff are empowered to select, promote and reinforce positive lifestyle choices.

Students receive services supportive of social and emotional well being and positive mental health.

Students gain knowledge and skills of physical activities encouraging lifelong participation.

School policies and infrastructure support opportunities for leading a healthier lifestyle.

Families and communities reinforce healthy lifestyle choices, in all settings, both in and out of school.

Faculty and staff are empowered to select, promote and reinforce positive lifestyle choices.

Students receive services supportive of social and emotional well being and positive mental health.

Students gain knowledge and skills of physical activities encouraging lifelong participation.

Students gain knowledge and skills to make positive lifestyle choices and engage in healthy behaviors.

School policies and infrastructure support opportunities for leading a healthier lifestyle.

Families and communities reinforce healthy lifestyle choices, in all settings, both in and out of school.

Faculty and staff are empowered to select, promote and reinforce positive lifestyle choices.

Students receive services supportive of social and emotional well being and positive mental health.

Students gain knowledge and skills of physical activities encouraging lifelong participation.

Students gain knowledge and skills to make positive lifestyle choices and engage in healthy behaviors.

Students receive preventative services, education, emergency care, and referral services.

School policies and infrastructure support opportunities for leading a healthier lifestyle.

Families and communities reinforce healthy lifestyle choices, in all settings, both in and out of school.

Faculty and staff are empowered to select, promote and reinforce positive lifestyle choices.

Students receive services supportive of social and emotional well being and positive mental health.

Students gain knowledge and skills of physical activities encouraging lifelong participation.

Students gain knowledge and skills to make positive lifestyle choices and engage in healthy behaviors.

Students receive preventative services, education, emergency care, and referral services.

Students receive nutrition education supported by nutritious, affordable and appealing meal selections.

A: Teach healthy behaviors and skills to all students (Michigan Model for Health (Michigan Model for Health taught with fidelity)taught with fidelity)

B: Ensure that social, emotional and physical health services are available to all students (health centers/clinics, (health centers/clinics, nurse, counselors)nurse, counselors)

C: Create environments that support healthy behaviors (Wellness policies, (Wellness policies, bully and drug free schools)bully and drug free schools)

Issues in McComb:Issues in McComb: High Teen Pregnancy Low Graduation Rate Low Test Scores High Special Education Rates High Juvenile Arrest Rate High Suspension, Expulsions, and

Delinquency Rates

McComb decided to dedicate resources to CSHP as their primary school reformschool reform

No new academic programs No new academic programs claiming to raise test scores.claiming to raise test scores.

SIGNIFIGANT increases in reading, language, and math test scores on their standardized tests. One group moved from 30One group moved from 30thth percentile to 47 percentile to 47thth

percentile within 4 years. In 2000, 46.5% of percentile within 4 years. In 2000, 46.5% of children were in the bottom quartile, 4 years children were in the bottom quartile, 4 years later only 22.6%later only 22.6%

Scores for 2Scores for 2ndnd-8-8thth grade reading, language and grade reading, language and math increased by 32.8 points!!math increased by 32.8 points!!

Graduation rates went up from 77% to 90.97%

Prior CSHP reform, 39.4% of students Prior CSHP reform, 39.4% of students were dropping out of school; only were dropping out of school; only 14.5% by 2002-200314.5% by 2002-2003

McComb’s Special Education McComb’s Special Education inclusion rate is double that of the inclusion rate is double that of the state of Mississippi; ranked #1 in state of Mississippi; ranked #1 in providing special education services providing special education services within the general education within the general education classrooms.classrooms.

3% of teens in the Teen Parent Program 3% of teens in the Teen Parent Program had a repeat pregnancy before age 20; had a repeat pregnancy before age 20; compared to 23.5% for Mississippi and compared to 23.5% for Mississippi and 20.9% for the U.S.20.9% for the U.S.

A decrease of 59% was seen in juvenile A decrease of 59% was seen in juvenile crime arrests out of schoolcrime arrests out of school

More than 42% decrease in suspensions More than 42% decrease in suspensions and detentionsand detentions

33% reduction in expulsions since the 33% reduction in expulsions since the Safe Schools component was initiatedSafe Schools component was initiated

Collaboration between school and Collaboration between school and community--- forum was held, ongoing community--- forum was held, ongoing discussionsdiscussions

Collected all “money pots” and Collected all “money pots” and reprioritized to meet the needs of the reprioritized to meet the needs of the students, teachers and communitystudents, teachers and community

Long-term planLong-term plan Consistent policiesConsistent policies Collection of DATA!!!Collection of DATA!!!

Coordinated School Health Programs are…

Not one more thing Not one more thing to do, but another to do, but another

way to do our thingway to do our thing

Through the implementation and coordination of the eight components of Coordinated School Health Programs we can maximize our students’ potential to learn, grow, and ultimately, to lead productive, healthy lives.