School Health Advisory Councils

1. While we are waiting to begin, please: • Compete the survey • Put a post-it note on the coordinated school health component • that best matches your job responsibility • Indicate on the note at least one expectation from this workshop School Health Advisory Councils Welcome

2. Goal and Objectives Empower You to Help Your School District Have an Exemplary School Health Advisory Council 2 3 4 1 Understand the value of a SHAC Understand the of the law • Provide best practices: • Recruitment • Organization • Effectiveness Provide practical information, resources, and strategies

3. Agenda • Improving Your School’s Bottom Line: • Why SHACs Make A Difference 2. SHAC Basics: Essential Information to Get You Started 3. Lunch 4. How to Recruit and Retain Great SHAC Members 5. How to Create an Exemplary SHAC 6. Wrapping It All Up

4. A Few Housekeeping Details……

5. Introductions • Your Name • Your School District • Your Role • Two things you’d like to get out of this workshop

6. School Health Advisory Councils Why They Make A Difference

7. Youth Risk Behaviors • Tobacco Use • Poor Food Choices and Inappropriate Portion Sizes • Inadequate Physical Activity • Alcohol and Drug Use • Sexual Behaviors That Can Transmit HIV and other STD’s • Unintended Pregnancy • Intentional and Unintentional Injuries, Often Due to Violence

8. National Trends Adults

9. National Trends in Child Overweight

10. 4th 25.6% 29.4% 21.5% 24.9% 32.2% 18.9% 8th 18.8% 21.0% 16.1% 18.2% 25.0% 13.6% 11th 14.5% 17.0% 11.4% 16.6% 23.0% 10.6% Texas Health Data 2000-2002 African American Hispanics White/ Other Girls All Boys Body Mass Index Above the 95 percentile for age and sex (2000-2002 Span Data)

11. Overweight At Risk for Overweight 4th Grade 23% 19% 8th Grade 20% 19% 11th Grade 19% 17% Rate of Childhood Overweight-Texas • Table 2. Prevalence of overweight1 and at-risk-of overweight2 in Texas school-age children between 2004 and 2005

12. National Diabetes Ethnicity Trends

13. Promoting Healthy Behaviors • Refusal Skills • Decision Making • Goal Setting • Communication • Healthy Relationship Building • Interest in Alternative Health Promotion Activities

14. Activity • Each person at your table take a different component of coordinated school health • Using obesity as the topic: • Discuss how weaknesses in your component contribute to obesity • Discuss how strengths in your component can contribute to solutions to obesity.

15. Elements of Excellence 1 2 3 4 Active Leadership Coordinated And Collaborative Approach Safe and Nurturing Learning Environment Commitment Of Time, Personnel, Resources

16. A History of SHACs

17. History of SHAC Session 1 Session 2 Session 3 Human Sexuality Only Health Education Only Coordinated School Health

18. Current Law A Brief Note

19. What’s Needed for Change?

20. School Health Advisory Council A SHAC is a group of individuals representative of segments of the community, generally appointed by the school district to serve at the district level. They provide advice on coordinated school health programming and its impact on student health and learning. A SHAC provides recommendations that impact the entire school district.

21. SHAC Roles and Responsibilities • Every school district must have a SHAC • They should focus on the district not individual campuses • The make recommendations to the school board • They do not have legal authority • The majority of members must be parents not employed by the school district • SHACs have certain restrictions by law

22. Key Duties • The number of hours of health education instruction • Curriculum appropriate for specific grade levels • Appropriate grade levels and methods of human sexuality instruction • Strategies for integrating the curriculum components into other elements of a school district

23. Common Responsibilities • Most commonly includes: • Program planning • Promotion and advocacy • Consideration of fiscal impact • District and state agency interaction • School Board interaction • Evaluation, accountability and Quality Control

24. Who Makes Up A SHAC? • Combination of parents, community leaders, and school personnel • The majority must be parents not employed by the school district • The law suggests but doesn’t require representation for numerous community groups.

25. Many Sources for Members Government Officials Public Media Interested Parents School Personnel Law Enforcement Colleges/Universities Civic Organizations Faith-based Institutions Volunteer Health Agencies Youth Groups Public Health Agencies Medical Professionals Business/Industry

26. Activity • Refer to Worksheet 1 on page 25 of your SHAC Guide. • Become familiar with the document • List the names of people you know who might fit the different categories • List the names of people you know who may know people who fit the different categories.

27. Coordinated School Health Model

28. Texas and Federal Law • Essentially divided into four parts: • The role of a SHAC • Who should serve • Restrictions regarding human sexuality • Accountability

29. Four Currently Approved Programs • Texas law requires elementary, middle and junior high schools to adopt a coordinated school health program. • Approved for elementary schools: • Bienestar • CATCH • Great Body Shop • Healthy and Wise • Approved programs for middle school and junior high have not been determined

30. Federal Child Nutrition The federal Child Nutrition Reauthorization Act requires that every school district must have a wellness policy in place.

31. Lunch We start back promptly at 12:30

32. Afternoon Topics • Practical considerations regarding getting your SHAC in place and in operation: • Recruitment • Formation of your SHAC • Effective functioning of your SHAC

33. Important Recruitment Criteria • A SHAC is only as good as its members • Recruitment takes time and planning but is worth the investment • Key selection criteria: • A Demonstrated interest in youth • Knowledge of the community • Professional ability • Commitment of time • Representative of the population • Credibility

34. Your First Step Form a recruitment team of 3 to 5 objective individuals whose focus is simply to identify prospective members.

35. SHAC Recruitment Process Phase 1 Phase 2 Phase 3 Identify Recruit Orient

36. Many Sources for Members Government Officials Public Media Interested Parents School Personnel Law Enforcement Colleges/Universities Civic Organizations Faith-based Institutions Volunteer Health Agencies Youth Groups Public Health Agencies Medical Professionals Business/Industry

37. Activity Imagine being asked to serve as a member of your district’s Pandemic Flu Preparedness Committee. What questions would you have before you agreed to serve?

38. Steps In Forming A SHAC • Develop bylaws or guidelines for how the group will function. • Establish a statement of philosophy often called

39. School Health Index Developed by the CDC, this excellent tool helps to assess a school systems school health strengths and areas for improvement. It is free and available in printed or on line versions.

40. Activity • Divide into groups of two • Each person should take a different nutrition module and survey their partner

41. Our School District’s Results

42. Developing Strategic Plans

43. Continuous Quality Improvement The Journey Starts Here Recruit Organize Evaluate SHAC Cycle Assess Plan Implement

44. A SHAC should always keep in mind that their major objective is to develop recommendations for improving coordinated school health policies and practices for their school board to consider.

45. Activity • Stay in your groups of two • Using your handout “Complimentary Actions” Worksheet, write down three objectives to address. • Next, each pair should discuss specific actions that both a SHAC and an ISD leadership team can take

46. Complimentary Actions • Actions: • Assign member to project team • Get PTA to survey parents • Analyze results • Present report to school board • Actions: • Assign representative from each dept. to project team • Distributes survey to faculty • Summarize results and draft report

47. Qualities of S.M.A.R.T. Objective Specific: What kind of, or which problem is to be addressed? Measurable. How much, how many, and how well the problem will be resolved. Action-Oriented. Uses action verbs Reasonable. Result you can expect to achieve. Time-bound. Gives specific data for its own achievement.

48. Measurable Objectives Easy As ABCDE A = Audience: Who will be affected (target group) B = Behavior: The observable change (knowledge, attitude, behavior, process) that will occur in the target group because of your project. C = Conditions: How the behaviors will be observed or measured, including the instruments to be used. D = Data: Levels of attainment that must be met in order for your project to be called a success (your definition). E = Era: Identifies when the effects of your program will be measured

49. Activity • Still in your pairs, use the “Complimentary Actions Strategic Planning” Worksheet • Work together to craft a specific goal and two objectives you want to achieve. • Include specific actions both the SHAC and CSH Leadership Team can achieve.

50. The Ultimate Objective By affecting school policies, a SHAC can ensure that school health practices are improved and are sustained so that all children who attend school in that district receive the benefits of coordinated school health. The only legal authority to adopt a local school policy is the school board. SHACs can only make recommendations.