Advocacy 101: Going the Distance for School Health 101: Going the Distance for School Health ASHA Annual Conference October 14, 2015 Orlando, FL Presenters ...

Advocacy 101: Going the Distance for School Health

ASHA Annual Conference

October 14, 2015

Orlando, FL

Presenters

• Sandy Klarenbeek, CHES, FASHA

• Kayce D. Solari Williams, Ph.D., MPH, MS

• JoEllen Tarallo-Falk, Ed.D., MCHES, FASHA

• Catherine Vowell, MBA

• David C. Wiley, Ph.D., MCHES, FASHA

Agenda • Setting the Stage

• Advocacy 101

• Using Data for Advocacy

• Case Approach

• Break

• Health & Academics

• Garnering Administrative Support

• ASHA’s Advocacy Committee

• Take Away: Tools & Strategies

Today’s Objectives

• Participants will understand basic concepts of advocacy for school health

• Participants will identify strategies for advocacy that cut across schools, school districts, and community structures

• Participants will identify approaches for gaining administrator support for school health

• Participants will identify the current focus related to advocating for school health on the national level

Materials

• ASHA Advocacy 101 Manual, 2001

• NASBE What School Boards Can do to Support CSH

• ASHA What School Administrators Can do to Support CSH

• AAP Advocacy Guide: http://www2.aap.org/commpeds/CPTI/training-modules.cfm

Housekeeping/Ground Rules

• Start/end on time

• Breaks are scheduled, but leave as you need

• Confidentiality

• Respectful of others’ views

• Limit the side conversations

• Active participation, but okay to “pass”

• Texting and cell phone etiquette please

Setting the Stage

Success

Challenge

Where & What Role

Your Name

Politicking

• Politicking: “participating in or intervening in any political campaign on behalf of (or opposition to) any candidate for public office (which includes national, state of local.”

• Includes

• Contribution of funds or public statements of position (verbal or written) made on behalf of the organization to support or support any candidate

• Distributing statements by others that favor or oppose any candidate for public office

• Allowing a candidate to use resources of an organization w/o allowing other candidates equal opportunity

• Voter education conducted in a non-partisan manner is allowed

Source: CBIZ, The Policies and Politics of Lobbying: How to Avoid the Controversies and Penalties. Available at: http://www3.cbiz.com/page.asp?pid=9819

Advocacy

• “Advocacy is the pursuit of influencing outcomes, including public policy and resource-allocation decisions within political, economic, and social systems and institutions-that directly affect people’s lives”

• Shaping public policy (not political races)

• “Speaking up” about your organization, its mission and purpose

• Right of every member of society

Source: CBIZ, The Policies and Politics of Lobbying: How to Avoid the Controversies and Penalties. Available at: http://www3.cbiz.com/page.asp?pid=9819

We’re Off ….to Advocate for Children and Coordinated School Health……

Use of Data for Advocacy American School Health Association – Advocacy Committee 2015

Segment Overview

Use of assessments / data

Identifying and prioritizing issues

Role of coalitions and partnerships

State

Community

Schools

Parents

Students

Appropriate Use of Data

Surveillance

Advocacy

Program Evaluation

Grants

Drive Instruction

Objective Communication

Goal setting

What are the Issues?

C. S. Mott Children’s Health Poll 2015

Childhood Obesity 60%

Bullying 58%

Internet Safety 51%

Child Abuse & Neglect 49%

Sexting 45%

Smoking and Tobacco Use 45%

School Violence 45%

Teen Pregnancy 42%

Stress 41%

Local Sources of Data

•FitnessGram

District

•School Health Index

School

•Youth Risk Behavior Surveillance Survey

Community

El Paso ISD FitnessGram®

Healthy Fitness Zone® Achievement* Grade EPISD (Boys) State (Boys) EPISD (Girls) State (Girls)

3 56% 28% 70% 32%

4 54% 20% 68% 27%

5 56% 17% 56% 23%

6 44% 17% 56% 23%

7 38% 17% 49% 21%

8 39% 18% 42% 19%

9 28% 14% 23% 13%

10 19% 13% 29% 12%

11 21% 12% 20% 10%

12 12% 9% 10% 8%

*HFZ achievement in all six areas assessed; SY2010

Carol M. White PEP Grants

• Cadre of lead teachers trainers

• Comprehensive k-12 physical education curriculum

• Pedometers – elementary

• Heart rate monitors – secondary

• Fruit and veggie club – 2nd grade

• Online professional development modules

School Health Index

Paso del Norte Health Foundation Grant

Goals: 1) Improve Health Literacy, 2) Increase Physical Activity, and 3)

Share Results

Districted develop CSH Program

Integrated elementary health curriculum

Comprehensive secondary health curriculum

Activity Zones (Elementary)

Wellness Centers (Secondary)

Comprehensive 3rd party evaluation with annual reports

Youth Risk Behavior Surveillance Survey

SHAC Approved!

Secondary Curriculum

Big Decisions

EPISD Health

Secondary Supplemental Programs

No Means No

Power 2 Wait

Power 2 Talk

Elementary programs

Always Changing

Just Around the Corner

Role of Partnerships and Coalitions

School Health Advisory Council

Membership:

Staff – district personnel representing the 8-component CSHP model

Community

University of Texas at El Paso

Paso del Norte Health Foundation

Texas Department of State Health Services

Department of Health

Pan American Health Organization

Braden Aboud Memorial Foundation

American Cancer Society

Parents – 1 representative from each campus

SHAC Resolutions Accepted

by the EPISD School Board

High School Health Requirement State Mandates

Middle School Comprehensive Health State Mandates

Human Sexuality Criteria Document YRBSS

Elementary - Integrated Health Model SHI

Healthy Snack Guidelines FitnessGram

Recess B4 Lunch Wellness Policy

Sun Shelters Wellness Policy

Other Notable Partners Pan American Health Organization

Chamizal Improvement Project

El Paso County & District Attorney’s Office

No Te Dejes! (Don’t Let Yourself)

Braden Aboud Foundation

Blanket drive

Annual fun run

Annual sneakers 4 schools giveaway

Safe Routes to Schools

First Tee

USTA

Advocating for YRBS Case Scenario The state level legislators have passed new rules that allow local school districts

to opt out of surveying students unless it is mandated at the national or state

level.

As a School Health Coordinator, that can significantly impact your work.

You rely on data from the YRBS and other reliable data to apply for funding to

support school health programming.

What strategies would you use to advocate to your local school administration

and school board to allow your students to take the YRBS and/or other surveys

for data gathering to be used in grant writing?

SCHOOL HEALTH AND

ACADEMIC SUCCESS

EVIDENCE MESSAGE ACTION

Know the Core Messages

AND

The Audience-Specific Messages

Be Ready to Share with Key Stakeholders

How They Can Take Action

Healthy Eating

Physical Activity

Academic Achievement

28

KNOW THE EVIDENCE

29

Academic Achievement

30

Academic performance

• Class grades • Standardized tests • Graduation rates

Education behavior

• Attendance • Drop out rates • Behavioral problems at school

Students’ cognitive skills and attitudes

• Concentration • Memory • Mood

Healthy Eating and Academic Achievement

Dietary Behavior/Issue Related Academic Achievement Outcomes

Participation in the School Breakfast Program (SBP)

• Increased academic grades and standardized test scores • Reduced absenteeism • Improved cognitive performance

Skipping breakfast • Decreased cognitive performance

Lack of adequate consumption of specific foods

• Lower grades

Deficits in specific nutrients • Lower grades • Higher rates of absenteeism and tardiness

Insufficient food intake

• Lower grades • Higher rates of absenteeism • Repeating a grade • Inability to focus

31

SHARE THE MESSAGE

32

Core Messages

• Healthy students are better learners

• Schools can influence eating and physical activity behaviors

• Healthy, successful students help build strong communities.

• All students deserve the opportunity to be healthy and successful

33

Audience-specific Messages

Audience Benefits to the Audience

States • Help reduce barriers to learning • More likely to have higher levels of education • Contributes to a better prepared workforce

School Districts • Increased attendance rates • Increased graduation rates • Higher district-wide test scores and grades

Schools • Meet educational goals • Decreased rates of student absenteeism • Fewer behavioral problems • Higher school-wide test scores and grades

Parents • Opportunities for your child to practice healthy behaviors • Help your child become better learners

Students • Feel better • Increase their concentration • Have better grades and test scores

34

Share the Message

• Consistently share the evidence, key messages, and benefits with key

stakeholders

• Include this topic in professional development for district and school

staff

• Ask parents to support and promote the healthy eating and physical

activity as a way to improve academic achievement

• Use meaningful success stories that support healthy eating and physical

activity as a way to improve academic achievement

35

TAKE ACTION

36

Who Can Take Action?

States Schools Districts Schools

Parents Students

37

USE THE RESOURCES

38

39

• CDC Resources and Guides • http://www.cdc.gov/HealthyYouth/health_and_academics/

• ASCD The Whole Child Initiative • http://www.ascd.org/whole-child.aspx

• Healthy Schools Campaign “Healthy In Mind” Report • http://www.nasmhpd.org/docs/PreventionResources/Health_in_Mind_Report.pdf

• Action for Healthy Kids – “The Learning Connection” • http://www.actionforhealthykids.org/media-center/reports/706-the-learning-connection-what-you-

need-to-know-to-ensure-your-kids-are-healthy-and-ready-to-learn

THANK YOU!

40

41

REFERENCES Centers for Disease Control and Prevention. The Association Between School-based Physical Activity, Including Physical Education, and Academic Performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010. Kleinman RE, Hall S, Green H, Korzec-Ramirez D, Patton K, Pagano, ME, Murphy JM. Diet, breakfast, and academic performance in children. Annals of Nutrition & Metabolism. 2002;46(suppl 1):24–30. Meyers AF, Sampson AE, Weitzman M, Rogers BL, Kayne H. School breakfast program and school performance. American Journal of Diseases of Children. 1989;143(10):1234–1239. Murphy JM, Pagano ME, Nachmani J, Sperling P, Kane S, Kleinman RE. The relationship of school breakfast to psychosocial and academic functioning: Cross-sectional and longitudinal observations in an inner-city school sample. Archives of Pediatrics and Adolescent Medicine. 1998;152(9):899–907. Pollitt E, Mathews R. Breakfast and cognition: an integrative summary. American Journal of Clinical Nutrition. 1998; 67(4), 804S–813S. Rampersaud GC, Pereira MA, Girard BL, Adams J, Metzl JD. Breakfast habits, nutritional status, body weight, and academic performance in children and adolescents. Journal of the American Dietetic Association. 2005;105(5):743–760, quiz 761–762. Taras, H. Nutrition and student performance at school. Journal of School Health. 2005;75(6):199–213. Murphy JM. Breakfast and learning: an updated review. Current Nutrition & Food Science. 2007; 3:3–36. Bradley, B, Green, AC. Do health and education agencies in the United States share responsibility for academic achievement and health? A review of 25 years of evidence about the relationship of adolescents’ academic achievement and health behaviors. Journal of Adolescent Health. 2013; 52(5):523–532. Benton D, Jarvis M. The role of breakfast and a midmorning snack on the ability of children to concentrate at school. Physiology & Behavior. 2007;90(2-3):382–385. Gajre NS, Fernandez S, Balakrishna N, Vazir S. Breakfast eating habit and its influence on attention concentration, immediate memory and school achievement. Indian Pediatrics. 2008;45(10):824–828.

Wesnes KA, Pincock C, Richardson D, Helm G, and Hails S. Breakfast reduces declines in attention and memory over the morning in schoolchildren. Appetite. 2003; 41(3):329–331. Vaisman N, Voet, H, Akivis A, Vakil E. Effect of breakfast timing on the cognitive functions of elementary school students. Archives of Pediatrics & Adolescent Medicine. 1996;150(10):1089–1092. Widenhorn-Müller K, Hille K, Klenk J, Weiland U. Influence of having breakfast on cognitive performance and mood in 13- to 20-year-old high school students: results of a crossover trial. Pediatrics. 2008;122(2):279–284. Mahoney CR, Taylor HA, Kanarek RB, Samuel P. Effect of breakfast composition on cognitive processes in elementary school children. Physiology & Behavior; 2005; 85(5): 635–645. MacLellan D, Taylor J, Wood K. Food intake and academic performance among adolescents. Canadian Journal of Dietetic Practice and Research. 2008;69(3):141–144. Neumark-Sztainer D, Story M, Dixon LB, Resnick MD, Blum RW. Correlates of inadequate consumption of dairy products among adolescents. Journal of Nutrition Education. 1997;29(1):12–20. Neumark-Sztainer D, Story M, Resnick MD, Blum RW. Correlates of inadequate fruit and vegetable consumption among adolescents. Preventive Medicine. 1996;25(5):497–505. Snyder TD, Dillow SA. Digest of Education Statistics 2011 (NCES 2012-001). Washington, DC; National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education; 2012. Alaimo K, Olson CM, Frongillo EA. Food insufficiency and American school-aged children’s cognitive, academic, and psychosocial development. Pediatrics. 2001;108(1):44–53. Kleinman RE, Murphy JM, Little M, Pagano M, Wehler CA, Regal K. Hunger in children in the United States: potential behavioral and emotional correlates. Pediatrics. 1998;101(1):E3. Pollitt E, Cueto S, Jacoby E. Fasting and cognition in well- and undernourished schoolchildren: a review of three experimental studies. American Journal of Clinical Nutrition. 1998;67:779S–784S. Centers for Disease Control and Prevention. School health guidelines to promote healthy eating and physical activity. MMWR. 2011;60(No. RR-#5):1–76.

GARNERING ADMINISTRATOR SUPPORT FOR

SCHOOL HEALTH

JoEllen Tarallo-Falk, Ed.D., MCHES, FASHA

Center for Health and Learning

www.healthandlearning.org

Objective: Identify tools and strategies to actively engage school administrators in supporting the district’s school health programs.

What attitudes or actions do you

want to encourage?

What data do administrators need to

interpret the issue?

What policies or programs do you want to

promote?

Center for Health and Learning

A is for Advocate!

Anchor (the concern)

Add (knowledge)

Apply (to the situation)

Away (suggest next steps) Center For Health and Learning

Anchor

Add

Apply

Away

Round 1:

Person “A” will be the administrator and ask the advocate the question on the card.

Person “B ” will be the advocate and will role model a response.

At the bell, the administrator will give the advocate feedback…tell what was effective.

Round 2:

Switch roles and repeat

To Begin:

1. Form pairs

2. Decide… who is “A” and who is “B”

3. Prepare for the following situations

PRACTICE USING THE AAAA MODEL

THE SITUATION: You have been experiencing an increase of office visits that you associate with mental health problems. You believe the school needs to get a protocol established with the local mental health agency. You are in the hall talking with your administrator….

Administrator: I have had a lot of teachers send students to my office lately.

Advocate: (Anchor the concern.)

Center for Health and Learning

Administrator: There seems to be an increase in behavior problems.

Advocate: (Add knowledge, e.g., data about number of office visits by types of issues)

Administrator: Students are anxious and harsh to one another.

Advocate: (Apply to the situation)

Administrator: We may need to address this with the Educational Support Team.

Advocate: (Away – suggest next step/s)

Center For Health and Learning

THE SITUATION: Parents worked hard to get vending machine policies in place last year. District vision statement includes mention of “children coming to school ready to learn.” School staff are eager for a program to reduce overweight. Lots of staff supportive of after school programming but there has been no action. You are in the hall talking with your new administrator….

Administrator: I am concerned about how much weight Jeri has gained.

Advocate: (Anchor the concern about fitness levels and eating habits.)

Center for Health and Learning

Administrator: I am not sure what we could do.

Advocate: (Add knowledge, e.g., data about student fitness levels and eating habits and amount of screen time kids report at home.)

Administrator: I don’t know what the proper role of the school is here.

Advocate: (Apply to the situation)

Administrator: Perhaps we should consider talking to parents about interest.

Advocate: (Away – suggest next step/s)

Center For Health and Learning

RESOURCES

• Identify staff, parent and/or community stakeholders

• Identify local, state and national resources

• Use information and resources to identify research-based programs and strategies

ASHA Advocacy Efforts

Committee Members

Dr. David Wiley Catherine

Vowel Ann Junk Dr. JoEllen

Tarello-Falk

Beth Cox Sandy Klarenbeek

Jamie Sparks Kayce Solari Williams

Linda Morse

Purpose of Advocacy Committee

Actively support issues at the national level which align to:

ASHA’s mission,

strategic plan,

core beliefs in action,

and/or ASHA is specifically noted as a partner or officially represented on

development committee.

Focus of Work

Survey of membership to identify priority areas, fall 2014

Priority areas:

Support health and physical education/activity as core academic subjects in

ESEA/ECAA (Every Child Achieve Act) reauthorization.

Support WSCC (Whole School, Whole Community, Whole Child) model for

coordinating school health

Support state level school health coordinator positions

Organizational Structure

Recruited committee members

Members volunteered for work groups:

On the Spot work group – review sign-ons requests/support letters

Conference Workshop work group – part of the responsibility of this committee in

the ASHA strategic plan

Coordinated School Health work group

ESEA/ECAA Reauthorization work group

Legislator of the Year award work group

Position Papers, not Resolutions

Change to position paper:

More effective, timely process

Provide staff and members with tools for advocacy

Avoid out-datedness

Write so non-health people can understand and use

Format

Position Statement: A Coordinated Approach to Support Health and Learning

http://www.ashaweb.org/news-events/advocacy/#positions

Mission: A coalition of national organizations dedicated to improving the health

and well-being of all preK-12 children and youth through collective advocacy

and policy change at the federal level.

Meet monthly to address health and education issues that affect our children and youth

On the Spot work group quickly responds

How About You?