Assessment and Monitoring School Assessment and Monitoring School Health Using Self-Assessment ToolsHealth Using Self-Assessment Tools

A walk through a park…

o Cindy Andrewo Dawn Bensono Canadian Association

for School Health

Walking and Talking through the Walking and Talking through the park…park…

─ Who we are…

─ Who you are…

─ What we need to work on for the next 90 minutes!

Think/Pair/Share StrategyThink/Pair/Share Strategy

─ Box One on your paper write down two-three things you want to take home from this workshop or the conference. Underline your top priority.

Think/Pair/ShareThink/Pair/Share

─ When asked, please share with a person close to you. Each take a couple of minutes to listen to each other.

─ We’ll share as a larger group next.

Beginning with the end in Beginning with the end in mind…mind…

What the research says actually works to make School Health programs effective…

What works…???What works…???Holistic Comprehensive Programs

including agencies and sectors dealing with health

Focus is on cognitive & social outcomes as well as behaviour change

Substantial intervention over several school years

Relevance to changes in young people’s development

Where our walk will take us…(now Where our walk will take us…(now that we know where you want to that we know where you want to go…)go…)Cindy’s role:A peek at tools in four

areas:The Whole ChildNutrition and Physical

ActivitySafe and Caring

SchoolsMental Health

─ Dawn’s role:─ Data-based decision

making and School Health (what data “is” being used out there?)

─ Integrating SH planning into school Improvement planning:

─ From talk to action!

The children were lined up in the cafeteria of a Catholic elementary school for lunch…

All great hikes through the parkAll great hikes through the park

begin with a map … begin with a map …

Assessments are vital because they: ─ Establish a baseline─ Identify real needs─ Engage others and secure buy-in─ ID possible challenges, opportunities & synergies─ Avoid duplicating─ Are a learning opportunity

A Fine Balance…A Fine Balance…

─ Is needed to avoid…

“too much assessment, not enough intervention!”

The HOW:The HOW: What tools are in the shed? What tools are in the shed?

……

Whole-child School HealthNutrition and Physical ActivitySafe and Caring SchoolsMental Health & More All underpinned by CSH/HPS

framework

The Healthy School Report Card: An The Healthy School Report Card: An ASCD Action ToolASCD Action Tool

─ An evidence-based view of the quality of your school's health programming.

─ A prioritized set of recommendations─ Data analysis as well as guidance to

help incorporate recommendations into school's improvement plan or into a separate school health improvement plan.

─ Canadian Version available

Tell Them From MeTell Them From Me ─ A dynamic web-based evaluation

system for students (Grades 5-12) and Teachers.

─ Conducting the Student Survey over the course of the school year allow results to be frequently updated, creating a System for Continuous Feedback.

─ Together with an optional Teacher Survey, the system assesses student engagement, student wellness, and ten of the most important aspects of a school's learning climate.

─ Flexible & can be implemented at the school or district level, or province- or state-wide.

─ Drill Down feature enables school administrators to compare their school's progress with national norms, and to break down results by gender, socioeconomic status, grade level and other factors of interest to the school or school district.

─ schools report that giving feedback to students that their voices have been heard is one of the best incentives, and is an essential aspect of encouraging on-going student engagement with the Tell Them From Me (TTFM) survey.

Middlesex London & Area Healthy Middlesex London & Area Healthy School Community Readiness School Community Readiness

Checklist & Healthy School ProfileChecklist & Healthy School Profile

─ describes components that contribute to a healthy school, under ten headings.

─ provides information to schools to help facilitate the ongoing development of comprehensive, collaborative approaches to health promotion in school communities.

“It’s surprising how many things get captured by a Healthy School

Committee. For me, it’s almost an open agenda...there’s very little

that I don’t feel is appropriate to be on the agenda at the HSC…

because a Healthy School is everything. That’s why we’re here”.

Principal, London Elementary School

SMART: School Mapping and SMART: School Mapping and Reviewing ToolReviewing Tool (Australia) (Australia)

─ Online tool─ Collects/collates the perceptions

of school community members─ Data collection to support an

ongoing process of change─ Process owned and administered

by the school

How it worksHow it works

Instant collation of results

Maps perceptions of school life

School Mapping And Reviewing Tool

What was learned thru SMART? What was learned thru SMART?

─ Tool must be user friendly─ Involve parents and students as

well─ SMART can be used by any school

community, regardless of the stage/readiness for change

─ Seen as positive that it comes from “Health”

Next stepsNext steps

Partnerships for Wellbeing

National Healthy Schools National Healthy Schools ProgrammeProgramme

(UK) National Audit Tool and (UK) National Audit Tool and GuidanceGuidance

─ document provides guidance on the minimum evidence required to demonstrate school achievement of national healthy school status

─ Evidence is listed against each criterion of the four themes of national healthy school status and incls. prompts for consideration by local health and education partnership.

─ The NHSP’s 4 themes:─ Personal, Social and Health Education (PSHE)─ Healthy Eating ─ Physical Activity ─ Emotional Health and Wellbeing, including

bullying

─ The four core themes relate to both the school curriculum and the emotional and physical learning environment in school.

─ Each theme includes a number of criteria that schools need to fulfil in order to achieve National Healthy School Status.

BC Healthy Schools Network BC Healthy Schools Network Assessment ToolAssessment Tool

─ Addresses:- Teaching & Learning- School Environment- Partnerships

─ Supports: priority setting via a simple ranking and scoring systemAvailable on-line

SHAPESSHAPES (School Health Action Planning (School Health Action Planning

and Evaluation System)and Evaluation System)(Univ. of Waterloo)(Univ. of Waterloo)

─ a modular local data collection system─ the smoking module (School Smoking

Profile) has already been used extensively

─ A modular system enables schools and school boards to tailor the data that is being collected in each school, while keeping the format and protocols the same.

School HealthEnvironment Survey

─ The SHES asks about specific aspects of the school environment pertaining to the promotion of healthy eating and physical activity as important aspects of a health promoting school.

─ The School Health Environment Survey (SHES) is a school-level* survey.

*This survey does not collect informationabout individual students

─ informs the Ministry of Health Promotion as to the effectiveness of the HEAL Action Plan and to guide its future direction.

─ The SHES implementation moves beyond traditional surveillance.

─ facilitates partnerships between schools and public health units.

─ The design clusters schools within school boards so public health is likely to have sufficient data on which to base its own directions.

What’s in it for schools?What’s in it for schools?

─ Think/Pair/Share: Box 2

What would help schools “buy-in” to school health assessments?

What’s in it for schools using SHES?What’s in it for schools using SHES?

─ a confidential feedback report that summarizes their results and provides tips and resources to support local planning and action.

─ share results with local public health units, using the results as a starting point to plan and implement health promoting changes in their school.

─ Each school will receive $100 in recognition of their time and effort.

The feedback reportThe feedback report

─ The SHES feedback report provides an overview of the areas in which the school is doing well, as well as those where improvements could be made.

─ It also provides information and resources to help each school make health promoting changes.

Feedback report excerptFeedback report excerpt

Components

Indicators(E=Excellent,

S=Satisfactory, N=Needs Improvement,

N/A=Not Applicable, INC=Incomplete)

Capacity Score

(Excellent, Good, Satisfactory,

Needs Improvement)

Healthy Physical

EnvironmentThe availability, access,

and adequacy in meeting student needs for food

services, safe and appropriate eating

environments, including the rules, guidelines and protocols related to food

choices for healthy eating on school

grounds during school hours.

Access to a pleasant and safe eating environment that includes adequate space to meet all students needs

E

GoodSufficient time allotted for eating including enough time for travel, clean-up and socializing

S

Availability of healthy, reasonably priced food choices

E

Written policies/guidelines/ procedures that support healthy eating

N

Feedback report excerptFeedback report excerpt

Alignment with Alignment with Healthy Schools Healthy Schools

InitiativesInitiatives

─ The SHES is aligned with a number of government funded initiatives

─ It will help schools understand how their implementation of certain healthy schools programs and policies support healthy eating and physical activity in their schools.

The Healthy Schools BuilderThe Healthy Schools Builder

─ from the (US) Alliance for a Healthier Generation

─ online tool that helps schools identify their status as a healthy school and to develop customized action plans

─ Focuses on healthier foods, physical activity and staff wellness

School Healthy Eating School Healthy Eating Assessment Tool (BC)Assessment Tool (BC)

─ BC’s “Making It Happen: Healthy Eating at School” program

─ Includes an assessment and planning component

─ Many of these indicators have been woven in to the more recently developed healthy schools assessment tool

CPHA Assessment CPHA Assessment Toolkit for Bullying, Harassment Toolkit for Bullying, Harassment

and Peer Relations at Schooland Peer Relations at School

─ Set of 5 surveys that provide a standard way to measure the prevalence of bullying, sexual harassment and racial discrimination.

─ These surveys assess who is involved, where and when these problems take place and the impact of school-based programs.

─ School Incident Tracking FormDeveloped at Dalhousie Univ. Now available in electronic format.

─ CPHA Safe School Survey for Grades 4-7 Adapted from the Safe School Survey (West Vancouver School District (BC)

─ CPHA Safe School Survey for Grades 8-12 Adapted from the Safe School Survey (BC)

─ CPHA Anti-Bullying/Harassment Program Survey for Teachers/Other Adults in the School

─ CPHA Administrator Anti-Bullying/Harassment Program Survey

─ CPHA Safe School Survey for Parents

Adapted from the Safe School Survey (West Vancouver School District)

Addressing Barriers to Learning: Addressing Barriers to Learning: A Set of Surveys to Map What a School A Set of Surveys to Map What a School

Has and What It NeedsHas and What It Needs (UCLA) (UCLA)

Includes a set of surveys for 6 program areas and related system needs that constitute a comprehensive,

multifaceted,and integrated approach to address barriers and thus

enableLearning:

─ - classroom-focused enabling─ - crisis assistance and prevention─ - support for transitions─ - home involvement in schooling─ - student and family assistance programs and services─ - community outreach for involvement and support

What Data What Data isis already being already being used out there?used out there?

Provincial level dataB.C. Ministry of Education:

Student Performance AssessmentsSatisfaction surveys Healthy Schools surveys

Data being used con’tData being used con’t

District level data Student Assessments

(B.C.Performance Standards, District “Writes”, DART, District Numeracy Assessments, etc.)

Safe and Caring Schools and/or Social Responsibility Audits, etc.

Nutritional Surveys

Data being used con’tData being used con’t

School level data: Student performance from a variety of

measures, Academic assessments, Student satisfaction surveys, Safe schools Audit, Social Responsibility surveys, Nutritional surveys, ASCD Report card, etc.

Attendance records Office referrals Student suspensions, bullying, fighting

incidents etc.

The Key: Integrating The Key: Integrating School Health PlanningSchool Health Planning

…Into School Improvement Planning

SCHOOLDISTRICTNO. 83

SCHOOL PLANNING COUNCIL REPORT

TOSUPERINTENDENT OF

SCHOOLS & BOARD OF TRUSTEES

SCHOOL NAME

Salmon Arm West Elementary

SCHOOL YEAR

2006/2007SCHOOL NUMBER

024

A. SCHOOL MISSION STATEMENT and UNIQUE CHARACTERISTICS

SCHOOL MISSION STATEMENTThe Mission of Salmon Arm West Elementary is to

provide a safe and nurturing environment where all students are free to learn, grow and pursue their personal best.

Victoria, B.C. SD # 61 Victoria, B.C. SD # 61 An example:An example:

─ History In 1995 the Greater Victoria School District, with assistance from the Ministry of Children and Family Development, created the Healthy Schools Program.

─ Since then the school and community have been working together to promote the physical, emotional, social and educational development of students.

 

─ Safe and Caring Schools Program has become an integral component of the school district’s

─ Accountability Contract (see Accountablity Contract 2007-2008) and is supported through Community LINK funding.

How can we get into the school How can we get into the school health conversation???health conversation???

─ Network with other “collaborations” out there to find good examples

─ Build relationships at the district and school level

─ One province begins…

From Satisfaction From Satisfaction toto

─Satisfaction plus…

Provincial Data:Provincial Data:BC MOE Satisfaction SurveyBC MOE Satisfaction Survey

Who? Parents, students in Grades 4, 7, 10,

and 12 and all public school staffHow?The survey is provided in electronic

format. Parents and staff have the option of completing a paper survey.

Sample questions from BC MOE Sample questions from BC MOE Satisfaction Survey:Satisfaction Survey:

─ 11. At school, do you get exercise (for example, physical activity or sports)?

─ 12. At school, do you respect people who are different from you (for example, think, act, or look different)?

─ 14. Do you feel safe at school? ─ 15. At school, are you bullied, teased,

or picked on?

Satisfaction +Satisfaction + 2008 BC MOE 2008 BC MOE

Healthy Schools SurveyHealthy Schools Survey

The 3-4 new “health” questions asked support the Province's long-term health

goals.

The Ministry continues to focus on teaching students how to make responsible choices for health and physical fitness.

Box 3Box 3

─ What would be 2-3 “school health” questions you would want to ask students?

2008 BC Healthy Schools Survey Questions2008 BC Healthy Schools Survey Questions::

1. In the past week how many days did you exercise or participate in physical activities for at least 30 minutes that made you sweat and breathe hard

such as soccer, running, dancing, swimming, bicycling or similar aerobic activities

2. Where did you usually do your physical activity? In my regular classroom P.E. Class In school

teams or clubs In other activities at school With clubs or sports

teams in the community At recreation centres (for example, classes, fitness facilities, pools) With other groups or organizations (Big Sisters, Big Sister, scouts, cadets etc.)

On my own (for example, individual - running, brisk walking, skateboarding, etc.)

BC Healthy Schools Survey cont’:BC Healthy Schools Survey cont’:

3. In the past 24 hours, how many servings of fruits and vegetables have you eaten?

For example, one serving is equal to ½ cup fresh, frozen or canned fruit or vegetables, ½ cup fruit or vegetable juice, or one medium piece of fruit or vegetable

4. At the present time do you smoke cigarettes?: occasionally, on a regular basis or not-at-all.

What “winds” are blowing in other What “winds” are blowing in other provinces?provinces?

It’s not the towering sail but the unseen wind that moves the ship.

An Exemplary model: An Exemplary model:

North Van School District 44’sNorth Van School District 44’s Safe and Caring Schools AuditSafe and Caring Schools Audit

─ An interactive process involving school staff, parents, students and other community

members─ Based on research into what constitutes a

“safe and caring school”─ Early dismissal at 2:00pm for all schools─ Parents, community service providers,

students invited─ New focus for each Audit ─ Format

─ Presentation─ Work in groups─ Use locally developed performance standards

NVSD Focus areas for last 5 NVSD Focus areas for last 5 years:years:

─ 2002 Code of Conduct─ 2003 School Climate─ 2004 Crisis Management─ 2005 Violence Prevention─ 2007 Student Empowerment

What other exemplary practices or What other exemplary practices or models are out there?models are out there?

The different between ordinary and extraordinary is that little extra.

Beginning to grow roots…Beginning to grow roots…

If it’s all about ‘relationships’, how do we grow relationships???:

at the district level at the school level

At the district level…At the district level…

oWho are your CHAMPIONS?

─ Two is better than one!

─ Provide the answer to a question not yet asked…(bring in a newspaper…)

─ Ask for timelines and appointment dates

─ Persist!─ Get invited to

Parent Councils and galvanize that group

At the school level:At the school level:

At the school level…At the school level…

─ Who is the gatekeeper?─ Who are the champions?─ Can you leverage the connections???─ Can you wiggle your way into a staff

lunchroom and share “yourself” and begin a relationship

─ Begin to change the language from “your” school to students in “our” community

A Rose Garden story…A Rose Garden story…

A mother and two young daughters…

How can you help?How can you help?

Recognize the issues Have the tools to helpThe tools are great… but process

matters more. What are key processes???

Something for us to discuss…Box 4

When it comes to When it comes to

─ Assessment and Monitoring…

Remember Remember the students the students can help monitorcan help monitor& monitor…& monitor…

The measure of success is not whether you have a tough problem to deal with…

But whether it’s the same problem you had last year. …John Foster Dulles

Helping to craft the Helping to craft the conversation…conversation…

Let’s review what’s needed:1.) A good relationship with the local school

district.2.) Having the facts, knowing the

issues!3.) Having the needed tools to help.4.) Networking with the key players and

champions and “partners” .5.) Not being afraid to be a broken record.6.) Adopting “Ready Fire Aim!”

Look for the 4 C’sLook for the 4 C’s

─ Champions─ Conclusions─ Connections─ Commitment

Be INCLUSIVEBe INCLUSIVEThe person rowing the boat…The person rowing the boat…

seldom has time

to rock it.

Thank you!Thank you!

candrew@cash-aces.ca

dbenson@cash-aces.ca