The Whole Child: Presentation Goals A Blueprint for Success Learn - PDF document

3/23/2018 The Whole Child: Presentation Goals A Blueprint for Success • Learn about the history of WSCC work in New Haven Public Schools and Connecticut. Sandra M. Chafouleas, PhD • Describe perceived successes and challenges related Neag School of Education, University of Connecticut to implementation throughout Connecticut. Michele Femc‐Bagwell, PhD • Identify key considerations in an action planning Neag School of Education, University of Connecticut Althea Marshall Brooks blueprint to facilitate successful WSCC implementation Waterbury Bridge to Success Community Partnership • Discuss key opportunities to enhance successful Tiffany Rauch planning, implementation, and evaluation across New Haven Public Schools different school and district contexts. Bonnie Edmondson, EdD Southern Connecticut State University March 24, 2018 presentation at ASCD Empower 18 (Boston, MA) Whole School, Whole Community, Project Overview Whole Child Model 10 Components in WSCC Project Stage Activities Outcome Historical Context Current Context • CSH document analysis from “view” • Interviews with current state & Identification of areas Pre‐Development Community involvement from implementation science district CT CSH leaders for improvement on Work • Review of completed CT CSH • Focus groups regarding CT CSH past work using Counseling, psychological, & social services evaluations guide • Interviews with state leaders of prior • Needs assessment involving key behavioral science Employee wellness and in response to CSH efforts stakeholders current context Family engagement New Haven initial input Health education Initial Blueprint • District leaders across CSH components complete in‐person interviews, Alpha Version Development “walking through” draft blueprints with feedback focused on features of Health services Blueprint ready for understanding and usability New Haven feedback Nutrition environment and services • Iterative revision to blueprint drafts completed by PIs Physical education and physical activity Beta Version New Haven pilot use and feedback Blueprint ready for Physical environment • District leaders begin use of the full blueprint for district‐level planning and Revision of New Haven use and alignment Social and emotional climate Blueprint feedback • District leaders identify sample of schools to pilot use of targeted components of the complete blueprint • Surveys from all participants related to CSH knowledge and blueprint Version 1 Blueprint usability completed ready for expanded • Focus groups with key stakeholders completed, focused on usability Source: http://www.ascd.org/programs/learning‐and‐ use and evaluation in Completed New Haven and new Final revisions health/wscc‐model.aspx Blueprint CT districts • PIs take all information and synthesize into final blueprint format 3 1

3/23/2018 Our 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. Our Vision Connecticut’s children and adolescents are healthy, learning and succeeding in life. HISTORY: COORDINATED SCHOOL HEALTH EFFORTS IN CT Lessons Learned Systems Change  Create a systems change approach  Establish connections with key educational and health initiatives  Focus on sustainability  Showcase success stories 2

3/23/2018 Sustainability Accountability ACA Chronic SRBI Disease Connections Obesity PBIS Chronic Mental Health absenteeism Safe schools Showcase Success Stories CURRENT WORK: PERCEIVED SUCCESSES AND CHALLENGES IN WSCC 3

3/23/2018 The WSCC Blueprint Project Defining and Connecting the WSCC Model Primary Goal: To build a comprehensive and usable document  When you hear/say to support districts in WSCC Implementation “meeting the needs of New Haven Project: the whole child”, what – To better understand strengths, challenges, and does it mean to you? opportunities for WSCC Implementation. 4 - Focus Groups  How do you think 37 NHPS Wellness Coordinators about the link between 12 School Principals 30 Members from Connecticut Association of learning and health in Administrators of Health and Physical Education your work? 21 - Semi-Structured Interviews (NHPS Central Office Administrators and Community Organizations) Knowledge of Whole Child and Health- Integrating Health and Learning Academics Link  Overall, participants broadly acknowledged the “whole child” as the WSCC model emphasizes, social, emotional, physical, and academic needs of the child that integrating learning  Participants also acknowledged the connection between health risks and health sectors is and student academic outcomes. Responses included… critical to success in “…making sure that children in the New Haven meeting needs of the Public School system are being taken care of whole child. intellectually, emotionally, and physically” – Fundamentally, do you “ If faculty and teachers can’t address their emotional and believe this is physical health, how can they teach the kids?” aspirational, actionable, “…health is not just something you do by taking care of yourself physically. If or both? you don’t take care of yourself emotionally, psychologically, spiritually it’s for naught. So, I think you need to have a totally integrated approach” 4

3/23/2018 Readiness for Implementation of Integrating Health and Learning WSCC Aspirational Actionable “Definitely aspiration and it’s Both a necessity and I believe that “Structures are in place, we it absolutely can be done.” are ready but not everyone is Ready “It’s got to be both in action mode.” because on the one end “I think it’s aspirational…But you’ve got to have a Getting Ready working together is definitely “I think it needs to be vision, right? And then Not Ready a way to give kids more actionable, but I think it’s a you’ve got to have opportunities. I think they’re precedent that needs to be creative ways of bringing ready to do it and I think it’s set. It needs to be managed about that vision and it’s going to be a really good step, from the top down and it the creative ways that but as everything, as any kind needs to be one who sets it. “ makes it actionable” In what “Stage of Change” are: of change, it all takes time….” What Barriers are Preventing Change? What would be needed to overcome these barriers?  You  Your Setting Barriers to Implementation Current “Stage of Change”  Support, Staffing, and Challenges to Stages varied widely depending on the specific WSCC Implementation… Component. Factors influencing the current state were: “I think a major challenge is lifting this issue up as a district  Time level priority… and devoting “Some faculty are so stressed resources to this, the same way that they can’t think  Administrator Buy‐In we devote resources to our conceptually about the whole academic priorities…” student when you are  Teacher Buy‐In struggling yourself.” “I think at first there’s going to be a lot of hesitation…I think it can “If faculty and teachers can’t happen, but I think it’s going to take a very long time to happen just address their emotional and because educators are so used to the idea that it’s only about physical health how can they academics.” teach the kids? 5

3/23/2018 Overcoming Challenges Overcoming Challenges Changes to Prioritize Whole Child Efforts: Summary of identified Needs For Prioritization:  Have administration recognize importance of social  More time in classroom, with families in the home emotional and physical health Support and backing at the district level  Work with administrators who have implemented successful  Each school to have a liaison for wellness health-learning initiatives  Professional development focused on the impact of health on  Full-time nurse in every building math and literacy outcomes  PD for all stakeholders  Inclusion of family and student voices  Financial support “Have a formal department that is committed to this work.” Project Recommendations  District Leadership o Building level supports, Clarified policies, Increased collaboration across stakeholders  Professional Development for all Staff o Training in embedding WSCC Model in teaching, In collaborative REFLECTIONS ON use of data, Support employee wellness  Expanding Voices “THINK ABOUT THE LINK” o Increase engagement of family and students when building actionable plans, Embrace the community and changing community characteristics. From Siloes to Systemic Change  Embracing Differences Across the District o Formative assessment of needs and building specific flexibility, Use data to help prioritize 6