Whole School, Whole Community, Whole Child Monthly Webinar Series August 2017

Assessing and Planning Getting the Most Out of the Assessment Tool and Action Plan

Webinar Logistics Listen only mode Type in your questions Engagement polls

Meet Your Presenters Les Spell Kelly Langston

Healthy Schools Section Team Ellen Essick, PhD Section Chief Nakisha Floyd Burt Jenkins Kelly Langston Dwayne Madison Susanne Schmal Les Spell

NC State Board Goal: Every Student is Healthy, Safe and Responsible “NC public school students will be healthy and responsible” is one of the 5 State Board of Education priorities. Dropping out of school is associated with poor health. Goal is 90% + grad rate Healthy Responsible Students North Carolina State Board of Education

State Board Objectives Create and maintain a safe and respectful school environment Promote healthy, active lifestyles for students Decrease the number of students who are chronically absent, dropout, or suspended out of school Decrease violence and crime in schools

Whole School, Whole Community, Whole Child Resolution On November 3, 2016, the North Carolina State Board of Education adopted a resolution establishing a Whole School, Whole Community, Whole Child Framework for the State Board of Education. This resolved that the NC SBE adopts the WSCC model as a framework for supporting the health behaviors and academic performance of students; and the NC SBE encourages LEAs to use the WSCC model as a framework for creating collaborative school/community relationships and improving students’ learning and health; and renamed the Interagency Committee, whose work it is to identify wrap-around services needed by public school students and to ensure coordination and collaboration of these services from State agencies and related external partners, to be known as the NC SBE Whole Child NC Committee.

CSH to WSCC ✓ HEALTHY SAFE ENGAGED SUPPORTED CHALLENGED Comprehensive School-site Health Promotion for Staff Comprehensive School Education Physical Education & Activity Services Nutrition Counseling, Psychological & Social Services Healthy Environment Family & Community Involvement HEALTHY SAFE ENGAGED SUPPORTED CHALLENGED ✓

Whole School, Whole Community, Whole Child In the Healthy Schools section at the Department of Public Instruction, we use the Whole School, Whole Community Whole Child model as the basis of our work. This coordinated school health model places the health of students in the context of the whole school and whole community and recognizes that much of what affects the health and academic performance of children results from factors such as access or lack of access to resources, which is a byproduct of poverty. Association for Supervision and Curriculum Development Centers for Disease Control

Healthy Children Learn Better!

Whole School, Whole Community, Whole Child Whole Child Pilot

WSCC Pilot Districts Anson County Schools Bladen County Schools Chatham County Schools Halifax County Schools Hoke County Schools Iredell-Statesville Schools Scotland County Schools Surry County Schools Thomasville City Schools Wilkes County Schools Winston-Salem/Forsyth County Schools

Resources Pilot Districts All LEAs Quarterly meetings Assessment Tool help Action Planning guidance Dedicated team Local data Data review Annual SHAC and Pilot meetings All LEAs Monthly webinars Assessment Tool access Action Plan access Access to team Annual SHAC meeting

Tools Created Assessment Tool Action Planning Template Community data Academic data Measures within each component Action Planning Template Drop down menu with option to select a specific component

Today’s Objectives Become familiar with Whole Child pilot Become familiar with the Assessment Tool and how to use it Become familiar with the Action Plan and how to use it Learn ways to use available, free resources to advance the Whole Child work in your LEA Meet the Healthy Schools Section

Data Driven Prevention + Data Responsive Problem Solving = Healthy School Environment

Health Data Collection HAC Progress Report Youth Risk Behavior Survey School Health Profiles School Health Services Report NC Teacher Working Conditions Finally the work of Healthy schools is informed by data collected from two sources. YRBS data is collected on odd number years from randomly selected schools and students. Profiles data is collected on even number years from randomly selected principals and lead health education teacher.

Les – we can take them to a populated assessment tool, but with the district removed. I figured you could walk them through some examples, like the following

Health Education Percentage of High School Students Who Ever Took Prescription Drugs Without a Doctor's Prescription 18%

New Health Education Clarifying Objective for 2012-2013 9.ATOD.1.3 Contrast prescription medicines, nonprescription medicines, and illegal substances in terms of their use and abuse

Percentage of High School Students Who Ever Took Prescription Drugs Without a Doctor's Prescription,* 2009-2015† Data for this slide are from the 2015 North Carolina Youth Risk Behavior Survey. This slide shows percentages from 2009 through 2015 for high school students who ever took prescription drugs without a doctor's prescription (such as OxyContin, Percocet, Vicodin, codeine, Adderall, Ritalin, or Xanax, one or more times during their life). These are results from the North Carolina Youth Risk Behavior Surveys, 2009-2015. The percentage for 2009 is 20.5. The percentage for 2011 is 20.4. The percentage for 2013 is 17.2. The percentage for 2015 is 17.9. For this behavior, based on linear trend analyses using logistic regression models controlling for sex, race/ethnicity, and grade (p < 0.05), the prevalence decreased from 2009 to 2015. *Such as OxyContin, Percocet, Vicodin, codeine, Adderall, Ritalin, or Xanax, one or more times during their life †Decreased 2009-2015 [Based on linear trend analyses using logistic regression models controlling for sex, race/ethnicity, and grade (p < 0.05).] Note: This graph contains weighted results. North Carolina - YRBS, 2009-2015 - QN57

12% 47% Counseling, Psychological, & Social Services Percentage of heterosexual students that seriously considered attempting suicide during past 12 months 12% Percentage of gay, lesbian, or bisexual students that seriously considered attempting suicide during past 12 months 47%

Suicidal Behaviors 2015 NC High School Students Seriously considered attempting suicide during past 12 months Made a plan for suicide attempt during past 12 months Made a suicide attempt during the past 12 months that resulted in an injury needing treatment by a medical professional

Teacher Health and Wellness http://www.cfchildren.org/blog/2017/07/teacher-health-wellness-fostering-student-achievement-supporting-teachers-mental-physical-well/

42% Physical Education & Physical Activity Percentage of High School Students Who Played Video or Computer Games or Used a Computer 3 or More Hours Per Day 42%

Percentage of High School Students Who Played Video or Computer Games or Used a Computer 3 or More Hours Per Day,* by Sex, Grade,† and Race/Ethnicity,† 2015 Data for this slide are from the 2015 North Carolina Youth Risk Behavior Survey. This slide shows the percentage of high school students who played video or computer games or used a computer 3 or more hours per day (for something that was not school work on an average school day). The percentage for all students is 42.3. The percentage for Male students is 42.2. The percentage for Female students is 42.3. The percentage for 9th grade students is 46.8. The percentage for 10th grade students is 40.7. The percentage for 11th grade students is 38.9. The percentage for 12th grade students is 42.2. The percentage for Asian students is 23.7. The percentage for Black students is 49.9. The percentage for Hispanic students is 42.4. The percentage for White students is 39.2. All Hispanic students are included in the Hispanic category. All other races are non-Hispanic. Note: This graph contains weighted results. For this behavior, the prevalence for 9th grade students is higher than for 11th grade students. The prevalence for Black students is higher than for Asian students. The prevalence for Black students is higher than for White students. The prevalence for Hispanic students is higher than for Asian students. The prevalence for White students is higher than for Asian students. (Based on t-test analysis, p < 0.05.) *For something that was not school work on an average school day †9th > 11th; B > A, B > W, H > A, W > A (Based on t-test analysis, p < 0.05.) All Hispanic students are included in the Hispanic category. All other races are non-Hispanic. Note: This graph contains weighted results. North Carolina - YRBS, 2015 - QN82

Percentage of High School Students Who Played Video or Computer Games or Used a Computer 3 or More Hours Per Day,* 2007-2015† Data for this slide are from the 2015 North Carolina Youth Risk Behavior Survey. This slide shows percentages from 2007 through 2015 for high school students who played video or computer games or used a computer 3 or more hours per day (for something that was not school work on an average school day). These are results from the North Carolina Youth Risk Behavior Surveys, 2007-2015. The percentage for 2007 is 21.2. The percentage for 2009 is 23.5. The percentage for 2011 is 27.8. The percentage for 2013 is 42.4. The percentage for 2015 is 42.3. For this behavior, based on linear trend analyses using logistic regression models controlling for sex, race/ethnicity, and grade (p < 0.05), the prevalence increased from 2007 to 2015. *For something that was not school work on an average school day †Increased 2007-2015 [Based on linear trend analyses using logistic regression models controlling for sex, race/ethnicity, and grade (p < 0.05).] Note: This graph contains weighted results. North Carolina - YRBS, 2007-2015 - QN82

Percentage of High School Students Who Ate Breakfast on All 7 Days Nutrition Environment & Services Percentage of High School Students Who Ate Breakfast on All 7 Days 36%

Percentage of High School Students Who Ate Breakfast on All 7 Days, Percentage of High School Students Who Ate Breakfast on All 7 Days,* by Sex,† Grade,† and Race/Ethnicity,† 2015 Data for this slide are from the 2015 North Carolina Youth Risk Behavior Survey. This slide shows the percentage of high school students who ate breakfast on all 7 days (during the 7 days before the survey). The percentage for all students is 35.5. The percentage for Male students is 40.2. The percentage for Female students is 31.1. The percentage for 9th grade students is 37.7. The percentage for 10th grade students is 36.1. The percentage for 11th grade students is 36.0. The percentage for 12th grade students is 31.5. The percentage for Asian students is 56.8. The percentage for Black students is 31.1. The percentage for Hispanic students is 32.4. The percentage for White students is 38.3. All Hispanic students are included in the Hispanic category. All other races are non-Hispanic. Note: This graph contains weighted results. For this behavior, the prevalence for male students is higher than for female students. The prevalence for 9th grade students is higher than for 12th grade students. The prevalence for Asian students is higher than for Black students. The prevalence for Asian students is higher than for Hispanic students. The prevalence for Asian students is higher than for White students. The prevalence for White students is higher than for Black students. The prevalence for White students is higher than for Hispanic students. (Based on t-test analysis, p < 0.05.) *During the 7 days before the survey †M > F; 9th > 12th; A > B, A > H, A > W, W > B, W > H (Based on t-test analysis, p < 0.05.) All Hispanic students are included in the Hispanic category. All other races are non-Hispanic. Note: This graph contains weighted results. North Carolina - YRBS, 2015 - QNBK7DAY

Percentage of High School Students Who Ate Breakfast on All 7 Days, Data for this slide are from the 2015 North Carolina Youth Risk Behavior Survey. This slide shows percentages from 2005 through 2015 for high school students who ate breakfast on all 7 days (during the 7 days before the survey). These are results from the North Carolina Youth Risk Behavior Surveys, 2005-2015. The percentage for 2005 is 32.4. The percentage for 2007 is 31.9. The percentage for 2009 is 34.2. The percentage for 2011 is 37.2. The percentage for 2013 is 34.7. The percentage for 2015 is 35.5. Significant linear trends (if present) across all available years are described first followed by linear changes in each segment of significant quadratic trends (if present). For this behavior, based on linear and quadratic trend analyses using logistic regression models controlling for sex, race/ethnicity, and grade (p < 0.05), the prevalence increased from 2005 to 2015. *During the 7 days before the survey †Increased 2005-2015 [Based on linear and quadratic trend analyses using logistic regression models controlling for sex, race/ethnicity, and grade (p < 0.05). Significant linear trends (if present) across all available years are described first followed by linear changes in each segment of significant quadratic trends (if present).] Note: This graph contains weighted results. North Carolina - YRBS, 2005-2015 - QNBK7DAY

Health Services Recommended number of students per school nurse: 750 Current NC number of students per school nurse: 1,112

As of School Year 2015-2016, there are only 5 school districts in NC with one nurse per school. Nurses cover anywhere from 319 to 2,242 students in 1 to 6 schools. (Information and slide come from State School Nurse Consultant Ann Nichol’s presentation to the SBE on 8/2/2017.)

55% Social & Emotional Climate Percentage of High School Students Who Strongly Agree or Agree That Their Teachers Really Care About Them and Give Them a Lot of Encouragement 55%

Percentage of High School Students Who Strongly Agree or Agree That Their Teachers Really Care About Them and Give Them a Lot of Encouragement, 2009-2015* Data for this slide are from the 2015 North Carolina Youth Risk Behavior Survey. This slide shows percentages from 2009 through 2015 for high school students who strongly agree or agree that their teachers really care about them and give them a lot of encouragement. These are results from the North Carolina Youth Risk Behavior Surveys, 2009-2015. The percentage for 2009 is 54.5. The percentage for 2011 is 59.5. The percentage for 2013 is 58.8. The percentage for 2015 is 55.4. For this behavior, based on linear trend analyses using logistic regression models controlling for sex, race/ethnicity, and grade (p < 0.05), the prevalence did not change from 2009 to 2015. *No change 2009-2015 [Based on linear trend analyses using logistic regression models controlling for sex, race/ethnicity, and grade (p < 0.05).] North Carolina - YRBS, 2009-2015 - QN111

4% Physical Environment Percentage of High School Students Who Carried a Weapon on School Property 4%

Percentage of High School Students Who Carried a Weapon on School Property,* 1993-2015† Data for this slide are from the 2015 North Carolina Youth Risk Behavior Survey. This slide shows percentages from 1993 through 2015 for high school students who carried a weapon on school property (such as a gun, knife, or club on at least 1 day during the 30 days before the survey). These are results from the North Carolina Youth Risk Behavior Surveys, 1993-2015. The percentage for 1993 is 13.9. The percentage for 1995 is 9.4. The percentage for 2001 is 4.8. The percentage for 2003 is 6.3. The percentage for 2005 is 6.4. The percentage for 2007 is 6.8. The percentage for 2009 is 4.7. The percentage for 2011 is 6.1. The percentage for 2013 is 4.5. The percentage for 2015 is 3.9. Significant linear trends (if present) across all available years are described first followed by linear changes in each segment of significant quadratic trends (if present). For this behavior, based on linear and quadratic trend analyses using logistic regression models controlling for sex, race/ethnicity, and grade (p < 0.05), the prevalence decreased from 1993 to 2015, decreased from 1993 to 2001, and decreased from 2001 to 2015. *Such as a gun, knife, or club on at least 1 day during the 30 days before the survey †Decreased 1993-2015, decreased 1993-2001, decreased 2001-2015 [Based on linear and quadratic trend analyses using logistic regression models controlling for sex, race/ethnicity, and grade (p < 0.05). Significant linear trends (if present) across all available years are described first followed by linear changes in each segment of significant quadratic trends (if present).] Question not included in the survey in 1997,1999. Note: This graph contains weighted results. North Carolina - YRBS, 1993-2015 - QN15

Employee Wellness Percentage of LEAs that provide staff wellness programs in all schools 30%

Schools Providing Staff Wellness Programs

Family Engagement High Schools 51% Middle Schools 61% 2016 School Health Profiles Lead Health Education Teacher Survey Report (page 32) Percentage of schools that provided parents and families with information on preventing student bullying and cyber-bullying High Schools 51% Middle Schools 61%

N O R T H C A R O L I N A 2016 School Health Profiles Report Weighted Lead Health Education Teacher Survey Results

Percentage of High School Students Who Were Bullied on School Property,* 2009-2015† Data for this slide are from the 2015 North Carolina Youth Risk Behavior Survey. This slide shows percentages from 2009 through 2015 for high school students who were bullied on school property (during the 12 months before the survey). These are results from the North Carolina Youth Risk Behavior Surveys, 2009-2015. The percentage for 2009 is 16.6. The percentage for 2011 is 20.5. The percentage for 2013 is 19.2. The percentage for 2015 is 15.6. For this behavior, based on linear trend analyses using logistic regression models controlling for sex, race/ethnicity, and grade (p < 0.05), the prevalence did not change from 2009 to 2015. *During the 12 months before the survey †No change 2009-2015 [Based on linear trend analyses using logistic regression models controlling for sex, race/ethnicity, and grade (p < 0.05).] Note: This graph contains weighted results. North Carolina - YRBS, 2009-2015 - QN24

Percentage of High School Students Who Were Electronically Bullied, Data for this slide are from the 2015 North Carolina Youth Risk Behavior Survey. This slide shows percentages from 2011 through 2015 for high school students who were electronically bullied (including being bullied through e-mail, chat rooms, instant messaging, websites, or texting during the 12 months before the survey). These are results from the North Carolina Youth Risk Behavior Surveys, 2011-2015. The percentage for 2011 is 15.7. The percentage for 2013 is 12.5. The percentage for 2015 is 12.1. For this behavior, based on linear trend analyses using logistic regression models controlling for sex, race/ethnicity, and grade (p < 0.05), the prevalence decreased from 2011 to 2015. *Including being bullied through e-mail, chat rooms, instant messaging, websites, or texting during the 12 months before the survey †Decreased 2011-2015 [Based on linear trend analyses using logistic regression models controlling for sex, race/ethnicity, and grade (p < 0.05).] Note: This graph contains weighted results. North Carolina - YRBS, 2011-2015 - QN25

Community Involvement 84% 69% Allow use of school facilities by community members: 84% Allow use of community facilities for school-sponsored activities: 69%

North Carolina High School The 10,889 dropouts recorded in grades 9-13 represented a 2.7% decrease from the count of 11,190 recorded in 2014-15. North Carolina High School Dropout Rate for 2015-16 2.29%

North Carolina High School Short-Term Suspensions for 2015-16 There were 88,559 grade 9-13 short-term suspensions reported statewide in 2015- 16, an increase of 2.3% from the 2014-15 total of 86,578. Short-Term suspensions are for 10 or less days. North Carolina High School Short-Term Suspensions for 2015-16 88,559

North Carolina High School Long-Term Suspensions for 2015-16 The number of long-term suspensions (11 or more days) for all students declined 4.5% from 1,085 in 2014-15 to 1,036 in 2015-16. Average school days per suspension increased from 72.4 to 76.6 school days. High school students received 702 long-term suspensions, a 7.8% decrease from 2014-15. North Carolina High School Long-Term Suspensions for 2015-16 1,036

Action Planning Goals are SMART Outcomes are well defined Deadlines are set Responsibility is assigned Defines the process and removes personalities And team is held accountable

Steps to Action Planning Form a Team This can be reassessed at anytime Create Plan This should be updated along the way Form the Perfect Team Set Regular Meetings Celebrate Success Begin Again

Form a Team Diverse Include all stakeholders, even the difficult ones People that may be potential barriers People that have access to needed resources Relationships Money Already working in this area People impacted by decisions Right Size Too big is often too hard Consider using a subcommittee structure (personal favorite)

Create a Plan Vision Goals Objectives Outcomes (identify tasks, activities, strategies) Capture on Action Plan template

Goals – Make them SMART How We Fulfill the Vision S – specific, significant, stretching M – measurable, meaningful, motivational A – agreed upon, attainable, achievable, acceptable, action-oriented R - realistic, relevant, reasonable, rewarding, results-oriented T - time-based, time-bound, timely, tangible, trackable

Objectives Only choose 2 -4 per goal Make them very specific Too many can distract great work Make them very specific Really think about what needs to be done to accomplish the goal

Identify Tasks, Activities, or Strategies to Achieve Objective Keep these outcome focused People own outcomes, not tasks Empower vs micromanage Embrace diversity Allow for things to be done differently Creativity blossoms Unseen ”issues” become clearer Are kids still hungry, overweight/obese, homeless, in need of services – then let folks do things differently.

Form the Perfect Team Based on your plan and what you want to accomplish… Who else needs to be at the table Who is missing? Subcommittees needed?

Set Regular Meetings Give team time to process the work Set meetings all, NOW Example: Second Tuesday at noon and everyone bring a lunch Meet virtually if helpful DO NOT cancel Canceling or rescheduling sends the message that these meetings are negotiable Everyone should be asked to have a report

Celebrate Success Action planning helps you know when you reach success Share it Plan a team reward Hold on to it

Begin Again Go back to the beginning That means… Form a Team This may change A lot of teams forget to reassess the team/themselves Create a Plan Form the Perfect Team Set Regular Meetings Celebrate Success Begin Again

Next Webinar Using and Communicating the WSCC Model in Your Community September 26th, 2017 10:00 am Meeting Facilitation and SHAC 101 October 24th, 2017

“It is time to truly align the sectors and place the child at the center. Both public health and education serve the same students, often in the same settings. We must do more to work together and collaborate.” -Wayne H. Giles, Director, Division of Population Health, CDC, 2014

An Apple a Day