Transcript Slide 1

The Impact of Asthma on 3rd Grade
Reading:
An Equity-Based, Data-Driven Approach to
Health and Learning Interventions
Urban Strategies Council
urbanstrategies.org
1720 Broadway, Oakland, CA 94610
Urban Strategies Council
…is a social impact organization using tools of research, policy,
collaboration, innovation and advocacy to achieve equity and
social justice.
• education
• health
• economic development
• community safety and justice
An Equity Lens on Health and Education
• Addressing equity in the context of the
relationship between health and learning
• Focusing on the relationship between asthma and
3rd grade reading
• Addressing Health Promotion component of First
5 Strategic Plan – “Health Literacy education
focused on health promotion and chronic disease
prevention”
Why we are here today
1. Demonstrate how to apply the
Equity Model
2. Get feedback on the model
3. Get advice on implementing the
model
The Equity Model
1. ESTABLISH OUTCOMES
PROBLEM DEFINITION
DATA
ANALYSIS
DETERMINE
EXPECTED
OUTCOMES
PLANNING
2. DETERMINE SOURCES OF DISPARITIES
3. CONSIDER TARGETED & UNIVERSAL STRATEGIES
COMMUNITY
ENGAGEMENT
AT ALL LEVELS
ADAPTATION
4. APPLY INTERVENTIONS & POLICIES
THAT INCREASE
EQUITY AND OUTCOMES
IMPLEMENTATION
5. CONTINUALLY ASSESS EQUITY AND OUTCOME
- HOLD LEADERSHIP ACCOUNTABLE
- CLEAR MARKERS OF PROGRESS
- TRANSPARENCY OF INFORMATION
ASSESSMENT
Establish Outcomes
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Problem definition:
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Identify targeted outcomes
0-3rd grade in Fresno?
How is asthma impacting learning in
1. What are the over-arching issue(s) that need to be
addressed?
2. What are the underlying issues that bridge asthma to 3rd
grade reading? What do we need to address to impact the
over-arching issue(s)?
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Data analysis
Outcome Measurement
Important Considerations
• Improve overall outcomes
& close gaps
• Show early progress &
longer-term outcomes
• Clear, ambitious goals and
targets to inspire, align, and
focus efforts
• Outcomes relevant to all
effected groups
Challenges
• Competing camps over
what outcomes they care
about
• Mismatch between what
we can measure and what
matters
• Setting overly modest or
unachievable goals and
targets
• Not addressing the
experiences of different
groups
Using Data to Establish Outcomes
• How is asthma impacting learning in
young children in Fresno?
• What are the over-arching issue(s)? What are the
underlying issue(s)?
• What will need to be measured?
• How are the outcomes and
experiences of different groups
different?
How might these influence the
impact of asthma on learning?
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Language barriers (child or parent)
Parent education levels
Transportation
Place of residence
Income
Medical costs/insurance
Discrimination
Other???
Strategies Exercise
Criteria:
1. Which are more critical?
a) To all children
b) To particular vulnerable groups
2. Which are there more resources for?
3. Which are more supported by public
will?
Implementation:
Interest in 3rd Grade Reading and Asthma
 Is there capacity/interest in the community to
participate in a work group?
 Is there interest and excitement around 3rd grade
reading and/or asthma?
 Are there allies that would help?
 Is there a saturation of “work groups” in the
community? If so, is there an existing group whose
work aligns?
 Is there an interest in equity issues? In asthma?
 Is there a saturation of people working on 3rd grade
reading?
Implementation:
Community Engagement
 Which communities would need to be engaged?
 What communities would be most excited about
the issue?
 Which would be more difficult to engage?
 What would be the barriers and how could we
get around them?
Implementation:
Data Availability
• Will it be possible to get data on a pilot
school?
• Individual level education data on students: asthma,
attendance, CST scores, grades, addresses for geo-coding,
demographics
• Access to school personnel and caregivers for qualitative
data collection: School nurse, office staff, principal,
teachers, parents and caregivers
• Who should we approach for data?
• Who will champion our cause for getting data
if we come across barriers?
Implementation:
Intervention
 What resources are available for an intervention?
 What political will is there around this topic to
support which level of intervention (resource
investment, political support, policy impact, advisory
council)?
 Who will be supportive and ally with us?
 What public will is there around this topic to
support an intervention (community support and
engagement, participation in intervention)?
 How willing do you expect the pilot school to be to
implement an intervention?
Implementation:
Evaluation
 What resources are available for evaluation of
the effectiveness of the intervention?
 Is evaluation viewed as important by the Brain
Trust? By the community?
 Who will be the proponents of evaluation?
Junious Williams, CEO
[email protected]
Rebecca Brown, Ph.D., Research Coordinator
[email protected]