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WHOLE CHILD APPROACH TO STUDENT SUCCESS
CO-FACILITATORS: Steve Sukta, MA
Health Consultant, Jackson ISD
Beverly Schroeder, MAHealth Consultant, Ottawa ISD
What is a Whole Child Approach?
A collaborative approach to learning and health that results in students being:
• Healthy• Safe• Engaged• Supported• Challenged
Is/Is NotISA lens thru which to examine
school policies, programs and practices
A process to improve student achievement by making small, but impactful changes
Aimed at building upon what a school/district is currently doing
Is NotA prescription that looks the
same or works the same in all schools
A program requiring wholesale changes to the way schools/district operate
A replacement for current school improvement efforts
Key issue in education
No matter how well teachers are prepared to teach,no matter what accountability measures are put in place,no matter what governing structures are established for
schools;Educational progress will be profoundly limited if
students are not motivated and able to learn.
Charles Basch, ProfessorTeachers College, Columbia
University
WHO IS ADVOCATING THE WHOLE CHILD APPROACH?
ASCD is a leader in the U.S. and throughout the world in education with 140,000 education members from more than 138 countries.
In 2007, ASCD’s Whole Child Initiative changed the conversation about education from a focus on narrowly defined academic achievement to one that promotes the long term development and success of children.
COORDINATED SCHOOL HEALTH
Family &CommunityInvolvement
PhysicalEducation
School Health
Services
Nutrition Services
Counseling, Psychological & Social Services
ComprehensiveSchoolHealth
Education
School-site Health
Promotion forStaff
HealthySchool
Environment
Componentsof a coordinated
school health program
ASCD’s Whole Child Model Integrates Coordinated School Health Components
DISCUSS WITH A COLLEAGUE
How would you describe/define a student who is ready to learn in your classroom?
(Note: You may use the 5 tenets to guide your answer to this question if you wish)
Healthy, Safe, Engaged, Supported, Challenged
How might you behave?How might your body feel?
A restless night of minimal sleep.
When you are just not feeling well.
Too much caffeine / no caffeine
Overwhelmed or really stressed out.
After fighting with someone you care about.
Skipped a meal & really hungry. / Really hungry and filled up on sugar.
After 30 minutes of moderate - vigorous exercise.
After a massage, yoga session, sauna or whirlpool.
Health & Academic Achievement
The Effect of Physical, Mental & Social Health on
Academic Achievement
Research Shows That...
Healthy Students are Better Learners!
“Health & Academics” Centers for Disease Control and Prevention 2014
“Survival & Emotional data have priority over cognitive processing.”
Dr. David A. Sousa, “Midwest Brain & Learning Institute”, June 2001
Research Shows That...
Health-related factors can lead to poor school performance.
Health-risk behaviors are consistently linked to poor grades, poor test scores, and lower educational attainment.http://www.cdc.gov/healthyyouth/health_and_acade
mics/data.htm
“Health & Academics” Centers for Disease Control and Prevention 2014
“Health & Academics” Centers for Disease Control and Prevention 2014
Maslow’s Hierarchy of Needs
SelfActualization/Maximum Potential
Self Esteem/Recognition Needs
Love/Belonging Needs
Safety/Security Needs
Physiological/Survival Needs
Maslow’s / Whole Child
Self Actualized / Maximized Challenged
Self Esteem / Recognition Supported
Love / Belonging Engaged
Safety / Security Safe
Physiological / Survival Healthy
4 Key Areas of Health
General Health (Sleep, Illness, Substance Use)
School Climate / Social & Emotional Health of Students & Staff
Nutrition & ObesityExercise & Physical Activity
For Each Health Area…
The Research Linking Poor Academic Achievement with the Health Risk
Current DataWhat Schools Can Do
Dietary Behaviors and Academic Achievement
Lack of adequate consumption of fruits, vegetables, or dairy products, is associated with lower grades.
Skipping breakfast is associated with decreased cognitive performance (e.g., alertness, attention, memory, processing of complex visual display, problem solving) among students.
Students who participate in a School Breakfast Program have better grades, better standardized test scores, reduced absenteeism, and improved cognitive performance.
“Health & Academics” Centers for Disease Control and Prevention 2014
Obesity in Michigan
Michigan is the 5th fattest state in the US 31% of the adult population is classified as obese 34% of the adult population is classified as
overweight. It is estimated the # of NEW cases of type 2
diabetes will double by 2020 and double again by 2030.
“F as in Fat: How Obesity Threatens America’s Future, Trust for America’s Health Annual Report, 2012
What Can Schools Do?
Follow New Nutrition Guidelines for all Foods Served on School Campus
Healthy Foods Dominate Role model healthy eating and physical activity for
children. Educate Students Educate Parents Share “Why” this is so Important
Talk with your neighbor…
What did you learn that was significant?
Do any students in your classroom exhibit any of these health risks?
What is one thing you can implement in your classroom tomorrow to make your students / school environment healthier?
What Can You Do?
List your ideas.1.2.3.4.5.
WHERE TO START
NEEDS ASSESSMENT DATAMIPHY
HEALTH AND SAFETY NEEDSMIPHY DATA
BULLYING AND AGGRESSION
Ever bullied at school
Feel unsafe at school
Ever carried weapon
Ever carried weapon at school
Ever in physical fight
Ever in physical fight at school
0 25 50 75 100
37.1
2.8
39.1
5.9
46.3
21.7
39.9
4.7
40.4
2.7
43.7
23.2
Safety: Physical: Crime/Violence/Weapons
Jackson County JMS % of students surveyed
BULLYING WITNESSED
Pushing/hitting, etc.***Put downs***
Spreading rumors/lies***Being excluded***
Being threatened***Wrecking/damaging things***
Email/web rumors***Email/web threats***
0 25 50 75 100
62.0
80.3
84.3
56.5
56.5
40.0
35.2
20.0
67.5
80.7
79.8
63.4
56.0
47.1
31.5
19.9
Safety: Emotional: Witnessed Bullying
Jackson County JMS % of students surveyed
SUICIDAL IDEATION AND ATTEMPTED SUICIDE
Ever seriously considered suic...
Ever planned suicide
Ever attempted suicide
0 25 50 75 100
16.9
11.9
5.2
25.2
13.9
8.5
Safety: Emotional: Mental Health
Jackson County JMS% of students surveyed
DEPRESSION
Percentage of students who felt so sad or hopeless almost every day for two weeks or more in a row that they stopped doing some usual activities during the past 12 months
ALL 7TH GRADERS 22%MALES 15.4%FEMALES 27.3
Overweight and Obesity
Obese (BMI > 95th percentile)
Overweight (BMI > 85th and < 95th percetile)
Overweight perception
Trying to lose weight
Fasted 24+ hours to lose weight**
Used diet pills/liquids to lose weight**
Vomitted or used laxatives to lose weight**
Vomitted or used laxatives to lose weight**
0 25 50 75 100
15.7
15.7
28.2
49.3
16.9
2.8
4.2
14.6
15.8
28.0
46.5
15.0
3.3
3.3
WeightJackson County JMS % of students surveyed
PHYSICAL ACTIVITY
Below recommended level of daily physical activity*
Did not attend Phys. Ed. weekly
Do not play on any sports teams
TV 3+ hours per school day
Computer 3+ hours per school day for non-school work
0 25 50 75 100
45.7
41.4
30.0
42.6
50.7
47.6
36.1
36.1
33.0
36.0
Physical Activity
Jackson County JMS% of students surveyed
ALCOHOL, TOBACCO AND MARIJUANA USE
Cigarette use before age 11
Recent cigarette use*
Frequent cigarette use*
Alcohol use before age 11
Recent alcohol use*
Ever been drunk
Marijuana use before age 11
Recent marijuana use*
0 25 50 75 100
4.2
2.8
1.4
6.9
11.3
2.8
2.8
5.6
2.8
2.3
0.4
7.5
5.7
1.0
1.3
2.1
Safety: Physical: Substance Abuse
Jackson County JMS % of students surveyed
ENGAGEMENT AND SUPPORT NEEDSMiPHY DATA
ENGAGEMENT
Not many chances to help decide things at school
Not many chances to get involved in extracurricular activities
Teachers don't ask them to work on special school projects
Not many chances to get involved in class dis-cussions or activities
Not many chances to talk 1-to1 w/ teacher(s)
0 25 50 75 100
63.1
7.8
61.5
24.6
23.1
49.8
10.3
54.4
21.0
18.5
Engagement: Co-Curricular Activities and Academic Participation
Jackson County JMS% of students surveyed
ENGAGEMENT
Felt unsafe at school
School work not important/meaningful
Courses are slightly to very dull
School is not important for later life
Never/seldom enjoyed school***
Often/always hated being at school***
Seldom/never did my best at school***
0 25 50 75 100
2.8
18.6
38.6
18.6
22.9
32.4
4.4
4.7
15.5
28.4
14.1
15.8
29.5
4.1
Engagement: Avoidance Behavior and Commitment to School
Jackson County JMS % of students surveyed
SUPPORT
Teachers don't notice good work
Teachers don't tell parents about good work
Teachers don't praise good work
0 25 50 75 100
34.4
63.1
47.7
29.7
54.8
43.4
Relationships: Perceived Support from Teachers
Jackson County JMS
% of students surveyed
SUPPORT
No close friends in school clubs, orgs***
No close friends committed to staying drug free***
No close friends who liked school***
No close friends attended religious services***
No close friends tried to do well in school***
0 25 50 75 100
17.2
22.4
20.7
38.2
8.8
14.6
20.7
19.7
29.1
5.9
Perceived Quality of Relationships with Peers
Jackson County JMS % of students surveyed
DISCUSSION QUESTIONS
• What is/are the most concerning student needs identified in the MiPHY data?
• Which needs may be having the greatest impact on the achievement and success of your students?
• What other student needs exist that the MiPHY survey doesn’t address?
WHAT IF WE DON’T DO THE MIPHY?
HEALTHY SCHOOL ACTION TOOL (HSAT)http://www.mihealthtools.org/hsat/
ASCD SCHOOL IMPROVEMENT TOOL
http://sitool.ascd.org/Default.aspx
ASCD WHOLE CHILD STAFF SURVEY SUMMARY RANKINGS*
Healthy (1,2,2) Lowest rankingEngaged (2,3,4)Challenged (3,4,4)Safe (5,5,5)Supported (6,6,6) Highest ranking
Sustainability of efforts a high concern (1,1,3)*High school, Middle School and Alternative School
If schools do not deal with children’s health by design, they will deal with it by default.
Health is Academic, 2000
INTEGRATING COORDINATED SCHOOL HEALTH INTO THE SCHOOL
IMPROVEMENT PLANNING PROCESS
SCHOOL CULTURE/CLIMATE GOAL
WHY HAVE A SCHOOL CULTURE/CLIMATE GOAL?
• The health of students and the school’s environment are inextricably intertwined with student academic achievement
• Setting a school culture goal and strategies is an efficient means of supporting student learning and school success.
• ESEA emphasizes implementing models that keep students safe, supported and healthy both in and out of school.
• Improving student health and school environment can be seamlessly incorporated into the school improvement process through a school culture goal.
SAMPLE CLIMATE/CULTURE GOAL
Every student will experience a complete education which encompasses the tenets of the ASCD Whole Child initiative. (Healthy, Safe, Engaged, Supported, Challenged)
SAMPLE MEASURABLE OBJECTIVE
Students will decrease bullying and violent behavior by 5% as measured by the MiPHY Physical and Emotional Safety data by June 2016.
SAMPLE STRATEGIES
1) SCHOOL CLIMATE: Teachers and administrators will create and promote a positive school climate where students and staff are accepting of cultural and personal differences and value the understanding of these differences as an important part of the learning process.
ACTIVITY TYPES AND RESOURCES
Professional Learning:ASCD’S WHOLE CHILD APPROACHMcEvoy Bullying Prevention WorkshopPositive Behavior SupportMichigan Model for HealthStaff Wellness
SAMPLE STRATEGIES cont.
2) CURRICULUM: Staff will address the needs of all learners by implementing a comprehensive, research based, health curriculum which addresses the needs of the whole child, taking into account the developmental and health needs (physical, mental, and emotional) that impact learning.
ACTIVITY TYPES AND RESOURCES
Professional Learning:Michigan Model for HealthWhy Try
SAMPLE STRATEGIES cont.
3) STUDENT HEALTH: Staff will meet the needs of all learners using a comprehensive approach that explores and addresses the needs of the whole child, taking into account the developmental and health needs that impact learning.
ACTIVITY TYPES AND RESOURCES
Professional Learning:Michigan Model for HealthCulture of PovertyCoordinated School Health Teams
SAMPLE STRATEGIES cont.
4) MENTAL HEALTH AWARENESS AND TRAINING: Staff will understand the impact of mental health on student learning, school climate, and parent-school communications and explore ways to minimize negative impact
ACTIVITY TYPE AND RESOURCES
Professional LearningYouth Mental Health First AidCoordination and collaboration with Mental
Health Service providers for student referral to mental health services
Michigan Model Social and Emotional Health Unit
NEXT STEPS
1)Set a culture/climate goal, objective, strategy(s) and activities at each building level based on needs data analysis
2)Coordinated School Health Team is charged with the responsibility of creating and presenting this to the district wide SI team
3)Building school improvement teams develop a goal and objective that aligns with the district wide goal and objective
PAIR SHARE
HOW DO YOU FEEL YOU CAN USE THE CONTENTS OF THIS SESSION IN
YOUR OWN DISTRICT?
BOTTOM LINE
“Health and success in school are interrelated. Schools cannot achieve their primary mission of education if studentsand staff are not healthy and fit physically,mentally and socially.”
National Association of School Boards,
“Fit, Healthy and Ready to Learn” 2000
QUESTIONS ARE WELCOME!
TRAINING SESSION ASSESSMENT
PLEASE TAKE A MINUTE TO COMPLETE AND LEAVE AT YOUR TABLE
Thank You Very Much !!!
