HSRC Report and Healthy School Improvement Plan Michiana

HSRC Report and Healthy School Improvement Plan Michiana CSHP Leadership Institute October 2008

What will We Review? HSRC Implementation Plan HSRC Summary report l Healthy School Improvement Plan l

Objectives Manage preparation a HSRC summary report Facilitate development of a Healthy School Improvement Plan (HSIP) based on HSRC results. Track progress toward completing your HSIP

Systemic, Multi-Component CSHP Delivery Platform Policy and Planning Coordination School Health Education Social. Emotional Climate Family & Community Involvement Facilities, Transport and Safety Staff Health Promotion Counseling, Psychological, &Soc. Services School Health Services Nutrition Services Physical Education & Activity Holistically Address Any Health Problems/Issues

Implementation Guideance Organizing (pp. 2144 l l Groundwork Planning Scoring (pp. 47 -107) l l l Common Understandings Gather Information Input and Interpret data Reporting Using results

Current Phase Reporting/Reporting Tools (pp. 111 -121) l l Prepare a work group summary report Share reports across committees Draft an overall summary Disseminate the report Using Results/Results Tools (p. 125 -134) l l Develop a plan based on prioritized recommendations Track your progress

Reporting

Reporting Tools (pp. 117 -121) Developing Work Group Summary Reports Sample Work Group Report Format Sharing Work Group Summary Reports Full Summary Report* Disseminating the Summary Report * New ASCD resource—example report and report shell

Healthy School Improvement Plan

“It is through interpersonal neural networking on a grand scale, moreover, that the best ideas are generated, critiqued, and refined…. . communities of mind emerge from such networking to solve difficult problems, create better systems, and invent new technologies. ” Leading with the Brain in Mind 101 Brain-Compatible Practices for Leadership Dickman, Stanford-Blair, and Rosati-Bojar (2004)

Using Results Tools (pp. 117 -121) Developing Plans HSIP Plan Chart: Short Term* Tracking Your Progress * New ASCD Resource—Planning Charts with Objectives included

Evaluating CSHP Implementation from Start to Finish

Two Foci of Evaluation CSHP (HSRC Characteristics 1 -2) l l Coordination, including essential structures Policy, Planning and Evaluation Separate aspects (HSRC Characteristics 3 -11) l l CSHP components/characteristics Health issues across components/characteristics

RELATIONSHIP BETWEEN STATUS/INVENTORY ASSESSMENT, PROGRAM PLAN, PROCESS EVALUATION & PROGRAM GOAL PROGRAM PLAN STATUS/ INVENTORY ASSESSMENT IMPLEMENTATION (FORMATIVE EVALUATION) CONTINUOUS PROCESS EVALUATION BASELINE SUMMATIVE EVALUATION 2 -5 YEARS IMPACT

Process Evaluation Tracking your progress toward fully implementing your plan

Change Game Diffusion of Innovation Theory Edward Demming--TQM

Achieve Periodically Assess Progress Act HSIP Goals and Objectives Adjust as needed Focus on Planned Activities

Process Index— Step 1 Periodically assess progress toward completing activities under each objective l l Not Started In Planning In progress In Place How often? Every six months

PROCESS INDEX—Name of District/Corporation OBJECTIVE #: ASSESSMENT PERIOD NO. 1 FROM ____TO, 19____ Not Started In Planning Activity Activity TOTAL SCORE *The ENTIRE process index, Steps 1 -4, is completed at the end of each six-month assessment period. In Progress In Place

Process Index— Step 2 Analysis l l Identify factors that supports completion of indicators/activities achieved Identify factors that impede completion of indicators/activities achieved Reflect l l l When we succeed what factors help? When we fail, what factors impede? What do we need to do to succeed?

Factors that Can Support or Impede Completion of CSHP Objectives and Activities Generic Process evaluation Agency commitment Interagency agreement Needs assessment Coalition building Marketing and communication Policy/regulations Staff development Long-range planning Summative evaluation

Process Index— Step 3 Recommend Action For each indicator, what do we need to do over the next six months to make progress? l l Actions Responsible person/group Completion date (Evidence)

Step 4 -- Taking Action

Achieve Periodically Assess Progress Act HSIP Goals and Objectives Adjust as needed Focus on Planned Activities

Advice from MICHIANA I Teams

Number of Districts That Involved Different Categories of Groups in HSRC Completion and HSIP Preparation Michiana Team ONLY (3/8) Steering Committee (1/3) Health Education (13/6) Physical Education/Physical Activity (13/6) Health Services (13/5) Food Service (13/6) Counselor, Social Work and Psychology Services (12/5) Facilities and Transportation (11/5) Family and Community Involvement (10/5) Social and Emotional Climate (9/6) Health Promotion for Staff (8/5) Health Program Coordination (6/6) School Health Policy (6/5) Planning and Evaluation (4/3)

Conclusions: Attitudes toward HSRC “Steps” Including HSIP Preparation Perceptions of negativity decrease as process progressed (disappeared after HSRC completion) “Not Sure” consistent (5 -9) for most steps but increased for HSIP preparation (9 -11)* Perception of positive attitudes jumps for HSIP implementation * Eight districts limited participation to MICHIANA Team only

Conclusions: Correlation of Attitudes with Participation of Individuals in HSRC Participation of individuals representing stakeholder categories (teachers, staff, school board member, community, student) positively associated with perceived attitudes Safety Specialist involvement positively associated with perceived school board and superintendent attitudes Participation of individuals representing teachers and school staff most associated with perception of effectiveness

Conclusions: Correlation of Attitudes with Those Informed of HSRC Results Informing parents and students positively associated with perceived attitudes of parents, students, faculty/staff, and community Informing students positively associated with perceived student attitudes Informing parents positively associated with perceived parental attitudes Informing superintendent associated with effective completion of HSRC

Conclusions: Correlation of Attitudes with Group Participation of Completing HSIP Completion by team alone most often negatively associated with perceived attitudes

Open-Ended Questions Summaries

Three Factors that Supported Completion of HSRC/HSIP HSRC l l l Michiana team Administrative/principal support Effective local facilitator HSIP l l l Michiana team Skills from participation in Michiana Specific person with resources

Three Factors that Impeded Completion of HSRC/HSIP HSRC l l l Adequate time Complexity of task Lack of administrative support HSIP l l l Time Lack of administrative support Large district

If you could do over, who would you involve? HSRC l l Superintendent Parents Students Community members HSIP l l Principals Health education and PE teachers Students Parents

What advice would you give to teams in the future? HSRC l l l Stronger preparation—purpose, expectations, process Get the right team members (skills) Devote adequate time, manage time HSIP l l Much broader involvement of stakeholders Breakdown objectives, focus

The End (But really just the Beginning)