Transcript Gaining Business Support For CSHPs in New Mexico
How Schools Work and How to Work with Schools
James F. Bogden National Association of State Boards of Education June 2003
Objectives
Learn who are the decision makers at various levels of the education system Identify strategies for engaging with and influencing education decision makers Identify strategies for improving school health-related policies and practices Become aware of some of the valuable resources available to school health advocates
How Schools Work and How to Work with Schools
How education works at the school, district, state, and national levels Practical tips for how to work with educators, administrators, and policymakers Updated and expanded 2003 Order at www.nasbe.org
YOUTH
A Cast of Thousands
Governor
State level
Legislature State board of education Chief state school officer State education agency staff
School district level
School board Superintendent Central office staff
Local government
School level
Principal School staff
School improvement council
Key Issues Confronted by Schools
Education reform pressures Accountability • Students • School district • School • Individual teachers High stakes testing Federal versus state versus local control School finance / funding
More Key Issues Confronted by Schools
Ready-to-learn issues Students enter with extremely different levels of readiness Non-academic barriers to learning Changing demands, expectations, perceptions about public education What is a “good school”?
Sustaining support for public education Aging population Economic choices
Who’s Who at the School Level
The principal is key Entry points School improvement team School health council Health and mental health services staff Classroom teachers Parent organizations Student organizations Principal School staff
School improvement council
School Health Advisory Council
Tool for identifying priorities and strategies Broad-based representation School personnel Community professionals Parents Students Others?
School-level to advise principal District-wide to advise school board
Guides to School Health Councils
Obtain through your local American Cancer Society chapter or call 1-800-ACS-2345 Iowa Department of Public Health www.idph.state.ia.us/ fch/fam_serv/advisory.htm
Who’s Who at the School District Level
In theory….
The school board makes policy The superintendent implements it School board Superintendent Central office staff
Local government
How to Work with School District Leaders
Formal approaches Service on board and administration advisory committees Testimony at meetings and public hearings Written communications Informal approaches: Direct contact with board members and administrators Enlist influential “key communicators” Make presentations at meetings and conferences attended by policymakers
Who’s Who at the State Level
Governor Legislature State board of education Chief state school officer State education agency staff Become knowledgeable about who has what authority and how they interact
Preparing a Policy Initiative
Monitor agendas, discussions, board processes, and board members’ interests Identify policy gaps Compose rationale for adopting policy Develop key messages and simple strategies Compile accurate data from credible sources Anticipate and prepare for potential conflicts
Presenting Information
Make a brief oral presentation of only the most important points Submit a succinct written rationale Present disparate research findings from credible organizations in a neutral, balanced manner Use clear language (i.e., a minimum of academic, public health, and social services jargon) Unadorned charts and graphs illustrate key findings
Persuading Education Leaders
Note serious problems/needs, but emphasize solutions Link to existing policies, programs, and goals Use current terminology (‘education reform’, ‘ready to learn’, ‘academic achievement’) Highlight school health as an emerging trend Identify policy options Be honest about costs and potential implementation problems
Moving the Issue Forward
Brief sympathetic policymakers on answers to difficult questions that might arise in public meetings Enlist respected community members to express their support Enlist the endorsement of the business community Help students research issues, prepare presentations, and be included on public-hearing agendas Suggest a pilot study if a policy or program does not gain support
Persistence Pays
Respect the hierarchy Stay focused on the ultimate goal Don’t expect quick or easy success Sustain the effort Be willing to compromise…but know your bottom line Don’t burn your bridges
Useful Resources
1.
Data sources 2.
Information and guidance 3.
Making the case
New York Times
1.
Data Sources
50 Health Education Requirements in U.S. Schools, by Grade 39 39 41 42 44 40 33 30 27 22 20 20 10 9 10 3 2 0 K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th11th12th
Source: CDC, School Health Policies and Programs Study 2000
Periodic national survey Assesses policies and programs at the state, district, school, and classroom levels In elementary, middle/junior, and senior high schools State report cards on the Internet www.cdc.gov/nccdphp/dash/shpps/index.htm
Percent of U.S. high school students who…
Did not attend physical education class daily Ate less than 5 servings of fruits and vegetables per day during the past 7 days
68% 79%
Drank < 3 glasses of milk per day during the past 7 days
84%
Did not participate in moderate physical activity
74%
www.cdc.gov/nccdphp/dash/yrbs/2001/index.htm
Annie E. Casey Foundation
Annual KIDS COUNT Data Book State-by-state and national indicators of child well-being are available through an interactive online database View state profiles, graphs, maps, and rankings Download raw data www.aecf.org/kidscount
2.
Information and Guidance
CDC’s Guidelines for School Health Programs
Physical Activity Healthy Eating www.cdc.gov/nccdphp/dash/healthtopics/guidelines.htm
Health Is Academic
Health Is Academic : A Guide to Coordinated School Health Programs
Eva Marx, Susan Wooley, Daphne Northrup, eds., 1998, Teachers College Press www2.edc.org/HealthIsAcademic
School Health Index: A Self Assessment and Planning Guide
Identify your own school’s strengths and weaknesses Prioritize issues Develop an action plan Involve teachers, students, parents, and community Download free at www.cdc.gov/nccdphp/ dash/SHI/index.htm
National Health Education Standards
Summary at www.aahperd.org/AAHE
USDA’s School Meals Initiative
Helping school meals become more consistent with the Dietary Guidelines for Americans Adding flexibility in procedures used to plan and monitor school menus
Valuable Resource from USDA
Complete action kit action guide resource materials brochures transparencies video CD-ROM Order free at www.fns.usda.gov/tn
Food Research and Action Council
“Working to improve public policies to eradicate hunger and under nutrition in the United States”
Sample statistic:
Percent of Missouri schools participating in the school breakfast program that also participate in the school lunch program:
78%
www.frac.org/
Major North Carolina Initiative
Blueprint for Changing Policies and Environments in Support of Healthy Eating
Blueprint for Changing Policies and Environments in Support of Increased Physical Activity
Download free at: www.eatsmartmovemorenc.com
Nutrition Education Programs
http://navigator.tufts.edu/index.html
National Physical Education Standards
Moving Into the Future: National Physical Education Standards: A Guide to Content and Assessment
National Association of Sport and Physical Education (NASPE) www.aahperd.org/naspe
Fall 2000 Report to the President Promoting Better Health for Young People Through Physical Activity and Sports
A Report to the President From the Secretary of Health and Human Services and the Secretary of Education www.cdc.gov/nccdphp/dash/ presphysactrpt/index.htm
Connecticut PE Guide
Physical Education: A Guide to K-12 Program Development
www.state.ct.us/sde/dtl/ curriculum/pe_publ_guide1.htm
Physical Activity Ideas for Schools
Active Youth: Ideas for Implementing CDC Physical Activity Promotion Guidelines
www.humankinetics.com
KidsWalk-to-School
Comes with A step-by-step checklist Sample letters, surveys, evaluations, and press releases Safety tips on walking, biking, school bus safety, and stranger danger tips Ideas to make walking to school an active and exciting part of the day. www.cdc.gov/nccdphp/dnpa/ kidswalk/kidswalk_guide.htm
Wellness Programs For School Staff
PEP —A Personal Energy Plan
www.cdc.gov/nccdphp/dnpa/pep.htm
Fit, Healthy, and Ready to Learn: A School Health Policy Guide
• Guide to policymaking • Sample policies - download at www.nasbe.org/ healthyschools/fithealthy.mgi
• Full explanations • Research findings • Notable quotes • Excerpts of actual policies • Resource lists
Fit, Healthy, and Ready to Learn: A School Health Policy Guide
A. Overview B. The Art of Policymaking C. General School Health Policies D. Policies to Promote Physical Activity E. Policies to Promote Healthy Eating F. Policies to Help Prevent Tobacco Use G. Policies to Promote Sun Safety and Prevent Skin Cancer
H. Policies to Help Prevent HIV, Other STDs, and Pregnancy Among Young People I. Policies on the Treatment and Prevention of Asthma at School
Healthy Youth Funding Database http://www2.cdc.gov/nccdphp/shpfp/index.asp
3.
Making the Case
Prevalence of Obesity Among US Adults
25 20 15 10 5 0 90 91 92 93 94 95 96 97 98
Year
“Super-Sized” Children Ages 6-11
1999 14 12 10 8 Percent 6 4 2 0 1963-65 1971-74 1976-80 1988-94 Boys Girls Boys Girls Boys Girls Boys Girls All
Source: Centers for Disease Control and Prevention, National Center for Health Statistics
Televisions in the Home
Children who live in homes with 3 or more TVs 1970 6% 1999 60% Sixth graders with a TV in their bedroom 6% 77% Source: Kaiser Family Foundation.
Kids and Media at the New Millenium,
1999 www.kff.org
Average Daily Time Children Spent Using Media
Television Videotapes Video games Computer Ages 2-7
1:59 :29 :08 :07
Ages 8-18
3:16 :45 :27 :31
Total
2:43 4:59 Source: Kaiser Family Foundation.
Kids and Media at the New Millenium,
1999
“Generation XXL” High School Students
35 30 25 20 15 10 5 0 At-Risk White Hispanic Black Girls Boys
Source: CDC, National Youth Risk Behavior Survey, 2001
Missouri Overweight Girls Boys Girls Boys Girls Boys Girls Boys
School Health Starter Kit
From:
The Council of Chief State School Officers (CCSSO) and The Association of State and Territorial Health Officials (ASTHO) www.ccsso.org/ starterkit.html
Building Business Support for School Health Programs
Step-by-step action guide Field-tested at the state and local levels in New Mexico www.nasbe.org/ NASBE_Bookstore/ Safe_Healthy.html
Effects of Health Risk Behaviors on Academic Performance
Education outcomes graduation rates class grades performance on standardized tests Education behaviors attendance Student attitudes aspirations for postsecondary education feelings about safety at school positive personal outlook dropout rates behavioral problems involvement in school activities such as homework and extracurricular pursuits Wolford-Symons, C. et al., “Bridging student health risks and academic achievement through comprehensive school health programs,”
Journal of School Health
, 1997
From the Minnesota Department of Children, Families, and Learning
Increased participation in the breakfast program Improved attentiveness Fewer discipline referrals Fewer visits to the health office
Increased math and reading scores
High teacher and parent satisfaction http://fns.state.mn.us/energize.pdf
Opinions of Parents of Adolescents
Percent who said that health education is either more important than or as important as other subjects taught in school:
82%
Percent who said schools should spend more time or the same amount of time teaching health education as they do for other subjects taught in school:
74%
Source: Gallup Organization for the American Cancer Society, national telephone survey of 1,003 parents of adolescents enrolled in U.S. public schools, 1993
Opinions of Parents of Children in Grades K-12
Want their kids to receive daily physical education:
81%
Believe that children should concentrate on academic subjects at school and leave physical activities for after school:
15%
Source: Survey by Opinion Research Corp. based on interviews with a nationally representative sample of 1,017 adults, February 2000 (margin of error = +6%)
Percent of Respondents Who Said Students Should Definitely Know or Be Able to Do Subject Standards by High School Graduation
www.mcrel.org
6 7 8 9 10 11 12 3 4 5
Rank Subject
1 Health
2 Work skills Language arts Technology Mathematics Thinking and reasoning Science Civics Behavioral studies Physical education Economics History
Average % of “Definitely” responses
74
63 59 57 50 50 49 49 48 44 43 41
Full Speed Ahead!
James F. Bogden
Safe and Healthy Schools Project Director National Association of State Boards of Education Internet: www.nasbe.org/HealthySchools E-mail: [email protected]
703-684-4000 x108