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

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

3. Webinar Logistics Listen only mode Type in your questions
Engagement polls

4. Meet Your Presenters
Les Spell
Kelly Langston

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

7. 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

8. 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

9. 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.

10. 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 ✓

11. 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

12. Healthy Children Learn Better!

13. Whole School, Whole Community, Whole Child
Whole Child Pilot

14. 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

15. 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

16. 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

17. 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

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

19. 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.

20. 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

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

22. 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

23. Percentage of High School Students Who Ever Took Prescription Drugs Without a Doctor's Prescription,* †
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,
The percentage for 2009 is The percentage for 2011 is The percentage for 2013 is 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 [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, QN57

24. 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%

25. 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

26. Teacher Health and Wellness

28. 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%

30. 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 The percentage for Male students is The percentage for Female students is The percentage for 9th grade students is The percentage for 10th grade students is The percentage for 11th grade students is The percentage for 12th grade students is The percentage for Asian students is The percentage for Black students is The percentage for Hispanic students is The percentage for White students is 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, QN82

31. Percentage of High School Students Who Played Video or Computer Games or Used a Computer 3 or More Hours Per Day,* †
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,
The percentage for 2007 is The percentage for 2009 is The percentage for 2011 is The percentage for 2013 is 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 [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, QN82

33. 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%

35. 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 The percentage for Male students is The percentage for Female students is The percentage for 9th grade students is The percentage for 10th grade students is The percentage for 11th grade students is The percentage for 12th grade students is The percentage for Asian students is The percentage for Black students is The percentage for Hispanic students is The percentage for White students is 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, QNBK7DAY

36. 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,
The percentage for 2005 is The percentage for 2007 is The percentage for 2009 is The percentage for 2011 is The percentage for 2013 is 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 [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, QNBK7DAY

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

39. As of School Year , 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.)

42. 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%

43. Percentage of High School Students Who Strongly Agree or Agree That Their Teachers Really Care About Them and Give Them a Lot of Encouragement, *
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,
The percentage for 2009 is The percentage for 2011 is The percentage for 2013 is 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 [Based on linear trend analyses using logistic regression models controlling for sex, race/ethnicity, and grade (p < 0.05).]
North Carolina - YRBS, QN111

45. 4% Physical Environment
Percentage of High School Students Who Carried a Weapon on School Property 4%

46. 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,
The percentage for 1993 is The percentage for 1995 is The percentage for 2001 is The percentage for 2003 is The percentage for 2005 is The percentage for 2007 is The percentage for 2009 is The percentage for 2011 is The percentage for 2013 is 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 , decreased , decreased [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, QN15

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

49. Schools Providing Staff Wellness Programs

51. 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%

53. 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

54. 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,
The percentage for 2009 is The percentage for 2011 is The percentage for 2013 is 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 [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, QN24

55. 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 , 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,
The percentage for 2011 is The percentage for 2013 is 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 , chat rooms, instant messaging, websites, or texting during the 12 months before the survey
†Decreased [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, QN25

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

59. 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
North Carolina High School
Dropout Rate for
2.29%

61. 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 total of 86,578. Short-Term suspensions are for 10 or less days.
North Carolina High School
Short-Term Suspensions for
88,559

63. 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 to 1,036 in 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
North Carolina High School
Long-Term Suspensions for
1,036

65. 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

66. 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

67. 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)

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

69. 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

70. 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

71. 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.

72. 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?

73. 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

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

75. 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

76. 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

77. “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

78. An Apple a Day