Social, Emotional and Physical Development:

1. Social, Emotional and Physical Development: Implementation of a Coordinated Approach Fine Tuning the Student Success Plan Conference April 12, 2013

2. Panel Presentation Overview • How are districts addressing the Social, Emotional, Physical Development Component of Student Success Plans? • How does a coordinated approach to school health support the development of Student Success Plans?

3. Social, Emotional and Physical Development • The Student Success Plan (SSP) is an individualized student-driven plan that will be developed to addressevery student’sneedsand interests to help them: • stay connected in school • achieve postsecondary educational and career goals. Specific Model Criteria • Self-Regulation and Resiliency • Positive Peer Relationships • Broadened Awareness of Self Within a Global Context • Healthy and Safe Life Skills/Choices

4. Educating the Whole ChildCommunities must ensure that each student: • Enters schoolhealthyand learns about and practices a healthy lifestyle • Learns in an environment that is physically and emotionallysafefor students and adults • Is activelyengagedin learning and is connected to the school and broader community • Has access to personalized learning and issupportedby qualified, caring adults • Is challengedby a well-balanced curriculum and is prepared for success in college or further study and • for employment in a global environment (Source: Association for Supervision and Curriculum Development, 2009)

5. Obesity/Diabetes Oral Health Asthma Hunger Violence Nutrition Mental Health Physical Activity Substance Use Access to Health Care Physical Environment HIV/STD/Teen Pregnancy Physical, Behavioral & Social Issues Affect Academic Success

7. Eight Distinct Yet Complimentary Components Comprehensive School Health Education Family & Community Involvement Physical Education School-site Health Promotion for Staff School Health Services Nutrition Services Healthy School Environment Counseling, Psychological & Social Services Coordinated School Health (CSH) 101 The 4 “Rs” of the approach Right people Right time Right issues Right data The process Lead Convene Assess Plan Implement Evaluate Communicate

8. Panel Presenters • Donna Wallace Obloj/ Education Consultant / CSDE • Connecticut Technical High School System • Oversees health education and physical education programs • District Coordinator for Coordinated School Health • Janice Uerz / Teacher / Manchester High School • Manchester Public Schools • Curriculum and Instructional Leader/Family and Consumer Sciences • District Coordinator • Coordinated School Health &Health Education Pre-K-Grade 12 • Andrea Dillon / Assistant Director of Health Services • Capitol Region Education Council • District Coordinator for Coordinated School Health

9. Connecticut TechnicalHigh School System

10. District Overview The Connecticut Technical High School System (CTHSS) is a statewide system of 16 diploma-granting technical high schools…. serving approximately 10,624full-time high school students (5,150 receive free & reduced lunch) with comprehensive education and training in 31 occupational areas…. led by 1,100 teachers and 57 administrators.

11. What makes CTHSS unique?

12. Who, What, When, Where & How • At the school-level, the school counseling department head is the lead for SSPs • Currently, the SSP process cuts across a number of areas including school counseling, academic (career development, trade/technology) • Curriculum development process for physical education and health education • Additional district infrastructures including district semester assessments

13. Example of Physical Component

14. Healthy Connections • District CSHLP Team • School-based CSHLP Teams • Academic & Trade/Technology Education Consultants • School-based Health Centers • Family Engagement Centers

15. Lessons Learned

16. Words of Advice "Work Smarter... Not Harder"  Allan F. Mogensen

17. Ask Me About….. Dr. Donna Wallace Obloj donna.wallace@ct.gov (860) 807-2174

18. Manchester School District CSH Mission We will nurture the physical, social and emotional health of our entire school community including students, families and school personnel. We will promote and support full implementation of a coordinated approach to school health in schools and communities. CSH VisionConnecticut’s children and adolescents are healthy, learning and succeeding in life.

19. District Overview • Urban School District – K – 12 enrollment 6783 • 52 % of the district is free / reduced lunch • 54 % minority • ELL population 484 (52 languages) • 9 elementary schools[Verplanck Elementary*] • Bennet Academy* – Grade 6 (grades 6 – 12 enrollment 3,150) • Illing Middle School* – Grades 7 & 8 • Manchester High School* • Alternative Schools • Bentley • Manchester Regional Academy • New Horizons *Pilot Schools

20. Who, What, When, Where & How • Manchester started this process 25 years ago • Principal James Spafford noted IEP’s for SPED students but not others • The STEP (student education plan) was developed for each year of high school • Grade 9 ~ self-awareness • Grade 10 ~ career awareness • Grade 11 ~ career planning • Grade 12 ~ decision making • STEP provided an avenue right into the SSP

21. Who, What, When, Where & How • Committee of teachers | administration | guidance counselors meet to determine • improvements • how best to implement goals for wellness • strengthen the academic plan • Currently there is a Naviance Committee • meets monthly to determine the challenges and ways to improve the SSP • determine the adjustments that need to be made

22. Who, What, When, Where & How • Social | Emotional | Physical components • Grade 9 ~ math department assists with this • Next year there is a restructure of health education • Addition of a health/PE educator – goals will start here for HS • Grades 10 & 11 ~ goals are and will be addressed in Health and Physical Education classes • Grade 12 ~ currently addressed with Guidance Counselors CHALLENGES • Coordination time with teachers • Technical issues • TIME

23. Who, What, When, Where & How • Manchester’s SSP’s Framework for Organization • Broadened a position - Coordinator of Guidance ~ Grade 6 - Grade 12 • Coordination between the 6th Grade Academy, Middle School & High School leaders • CSH project activities identified at the pilot schools provide a baseline for; • Social, Emotional and Physical Development [P.I.E.S] • engage in the school environment • optimal academic performance • establishing and maintaining positive interpersonal relationships • engaging in behaviors supportive of positive physical health • appreciate needs of others • embracing opportunities • utilizing school and community resources

24. Example of Physical Component Create awareness about the importance of students’ health and wellness as it pertains to student social, personal, and academic growth. • Manchester Road Race – schools have teams that participate • Athletes in Action – interns from UConn worked with students to support them academically during the athletic seasons • Intramurals/ Fitness Club • 3-on-3 basketball tournament • ACES (All Children Exercising Simultaneously) • Field Day and National Health Day • Walking regimen with staff and students at designated times throughout the school day • March Madness/Family Fun Night (parents, students, and other family members participated in relay games and picnic-style fun) • Instant Recessclasses engaged in classroom physical (education )activities • http://www.youtube.com/watch?v=CHiwiTZtl7Q • http://www.youtube.com/watch?v=Ue6wd_pp9Jo • http://www.motleyhealth.com/fitness/10-minutes-exercise-a-day-toni-yancey-talks-about-instant-recess • http://www.calwic.org/storage/PreConFuelUpHandout3.pdf

25. Manchester’s Message to a Healthier YOU

26. Healthy Connections Manchester Public Schools reach outside the school walls to impact our student population in a myriad of ways: • State of Connecticut Health Department; • Manchester Chamber of Commerce; • Manchester Agricultural Protective Association; • Manchester Children Youth and Family Master Plan; • Ancillary grant funding; • East Hartford, Manchester Fire Departments; • Manchester Police Department; • Manchester Department of Youth and Families; • SERC PBIS; • Connecticut United Way Dial 211 Program; • FEMA; • Early Childhood Development Program.

27. Healthy Connections • Manchester Public Schools reach inside the school walls to impact our student population in a myriad of ways: • Clubs • Afterschool activities • Intramurals • IMAGINE College • Bully Busters Program • Check-in / Check-out program

28. Lessons Learned Students in Manchester are exposed to a systemic philosophy which embodies healthy living inside and outside of school. • Students yearn for activity during and after the school day; • Schools connect with parents more effectively and meaningfully when they are part of the healthy lifestyle paradigm; • Constant monitoring and adjusting leads to successful programs; • Safe environments are created through careful planning and teamwork.

29. Words of Advice For every decision we make, we must ask ourselves: “What’s best for kids? • Utilize the CSH Approach • Bring together a District Team and School Teams • Complete the School Health Index (SHI) • Have a Coordinator !

30. Ask Me About….. Janice Uerz Manchester Public Schools 860.647.3391 b11juerz@manchesterct.gov (eleven) Questions? Concerns? I will be there to answer questions or direct you to the appropriate personnel!

31. Connecting People and Resources for Quality EducationSince 1966, the Capitol Region Education Council (CREC), working with and for its member districts, has developed a wide array of cost-effective and high-quality programs and services to meet the educational needs of children and adults in the Capitol Region. Today: Regularly serves 35 member districts (36 towns) in Greater Hartford Reaches additional towns/districts through a number of statewide services and programs Assists more than 150,000 students each year Offers more than 120 programs Manages more than 20 facilities in nearly a dozen towns, including eighteen inter-district magnet schools

32. The School Nurse and Student Success Plans • It is a natural fit for the School Nurse to be involved in the Social Emotional/Physical Development component of the Student Success Plans which looks at the “Whole Child” - something that School Nurses are very familiar with. • If you are a School Nurse – Invite yourself to the table! If you are not a School Nurse – look to School Nurses as a resource for you and the other team members.

33. The School Nurse and Student Success Plans • To understand what the school nurse can bring to the table – Think in terms of Coordination of Student Success Plans with Individual Health Care Plans and the Tier Framework of SRBI • This framework is an excellent vehicle to Ensure that appropriate programs and services are in place for all students Provides more individualized interventions when needed • The differences between SRBI Tier Interventions and Student Success Plans are the confidentiality issues. All plans must be written in such a manner that does not identify the medical issue/diagnosis of the student.

34. Tier Framework Tier 1refers to the general education school wide to the necessary social, emotional and physical health supports for all students Examples: • Information for all students and staff to ensure understanding of triggers, early warning signs, special health needs of specific chronic illnesses • Awareness of Action Plans for Emergencies • Modifications for management of health issues (rest periods, medications) • Two way communication with family members

35. Tier Framework Tier 2 refers to short term interventions– (8-20 weeks) that address specific students who may benefit from small group activities Examples: • Protocols for students to make up work when absent • Plan school health programs on specific topic • Enlistment of community partners (local physicians, specialty groups and associations)

36. Tier Framework Tier 3Interventions that require one to one due to special needs of student ( can be health related) Examples: • Referrals of students to primary care physicians • Before and after-school programs for skill building and self-management for students and parents • Individualized healthcare plan development • Individual counseling • Family Support Groups

37. The School Nurse and Student Success Plans Examples of how CREC school nurses are involved: • General Assessments and screenings that are done on an annual basis • CPR and 1st Aid Classes for the general population or small groups of students who express an interest • Collaboration with Health and PE Teachers to provide health related information to students during class • Management of a pregnant student through delivery and return to school • Asthma Groups with 6-8 students; • Lunch with students to talk about nutrition • Serve as an Advisor for Senior Capstone Projects

38. Resources • Connecticut SDE – SRBI • Connecticut SDE – Topical Brief 3 • Connecticut SDE – Student Success Plans Andrea Dillon RNC, M Ed. Assistant Director of Health Services Capitol Region Education Council adillon@crec.org 860-298-0662

39. Panel Q & A

40. Thank you for joining us today! For more information about Connecticut Coordinated School Health activities, visit: www.ct.gov/sde/healthyconnections