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SECTION II
RECOMMENDATIONS
RESOURCES
UNIVERSAL HEALTH EDUCATION RESOURCES
SampleJobDescription-All-IslandHealthEducationCoordinator
SAMPLEJobDescription
All-IslandHealthEducationCoordinatorMartha’sVineyardPublicSchoolsisseekinganAll-IslandHealthEducationCoordinatortosupporthealtheducationactivitiesacrossallpublicschools.Responsibilitieswouldinclude:
• EstablishingandfacilitatingmeetingsandprocessofanAll-IslandHealthEducationWorkgroup
• Reviewingrecommendedhealtheducationcurricula• Ensuringtheselectedhealtheducationcurriculum(a)promotesconsistencyofcore
contentattheelementary,middleandhighschoollevels.• Ensuringtheselectedhealtheducationcurriculum(a)alignswithnationalstandards.• Ensuringthathealtheducationstaffandclasstimeallocationissufficienttocovercore
curricularcontent.• Promotingfamilyawarenessofacademic,social,emotional,andbehavioralhealth
expectationsandwellnessstrategieswithintheschool,andhowtheycanhelptheschooltosupportstudentsuccessbysupportingtheseexpectationsandstrategiesatschoolandhome.
• Establishingall-islandwellnesspromotionpoliciesandpracticesthatmaybeadoptedacrossschoolsanddistrictsandimplementedwiththefacilitationofeachschool’swellnesscommitteeandthesupportofallschoolstaff.
• Engagementofcommunitypartners,includingthecommunityproviders,business,organizations,andtheprivatefoundationandphilanthropycommunity,tosupporthealtheducationactivities.
• Supportingprofessionaldevelopmentofschoolstaffthatsupportsevidence-basedapproachestohealtheducation.
• ProvidingdirectHealthEducationinstructioninschools,asneededbasedonstaffingExperience:
• Atleast2yearsexperiencedeliveringandmanaginghealtheducationinschools.• AMastersdegree(orequivalentexperience)inhealtheducationorrelatedfield.• Excellentinterpersonalskills,includingexperiencewithsuccessfulfacilitationofmulti-
disciplinarygroups.• Demonstratedsuccesswithconveningschoolandcommunitypartnerstowardhealth-
relatedgoals.• Excellentwrittenandoralcommunicationskills.
HealthEducationCurriculumRecommendationsBasedonstronginteresttopursueuniversal,comprehensivehealtheducationcurriculumthatalignsK-12educationandmeetsnationalstandardsforhealtheducation,wereviewedbestpracticesinthefieldandselectedthreecurriculabasedontheirwidenationaladoption,strongevidencebaseandexistinginvestment/interestbyMVPS:
• BotvinLifeSkillstraining• HealthSmartfromETR• MichiganModelforHealth
Eachisdescribedbelow.BotvinLifeSkillsTraining(LST)Overviewhttps://www.lifeskillstraining.com/BotvinLifeSkillsTraining(LST)isaresearch-validatedsubstanceabusepreventionprogramproventoreducetherisksofalcohol,tobacco,drugabuse,andviolencebytargetingthemajorsocialandpsychologicalfactorsthatpromotetheinitiationofsubstanceuseandotherriskybehaviors.Thiscomprehensiveandexcitingprogramprovidesadolescentsandyoungteenswiththeconfidenceandskillsnecessarytosuccessfullyhandlechallengingsituations.DevelopedbyDr.GilbertJ.Botvin,aleadingpreventionexpert,BotvinLifeSkillsTrainingisbackedbyover30scientificstudiesandisrecognizedasaModelorExemplaryprogrambyanarrayofgovernmentagenciesincludingtheU.S.DepartmentofEducationandtheCenterforSubstanceAbusePrevention.Ratherthanmerelyteachinginformationaboutthedangersofdrugabuse,BotvinLifeSkillsTrainingpromoteshealthyalternativestoriskybehaviorthroughactivitiesdesignedto:
• Teachstudentsthenecessaryskillstoresistsocial(peer)pressurestosmoke,drink,andusedrugs
• Helpstudentstodevelopgreaterself-esteemandself-confidence• Enablestudentstoeffectivelycopewithanxiety• Increasetheirknowledgeoftheimmediateconsequencesofsubstanceabuse• Enhancecognitiveandbehavioralcompetencytoreduceandpreventavarietyofhealthrisk
behaviorsProgramComponentsRatherthanmerelyteachinginformationaboutdrugs,theBotvinLifeSkillsTrainingprogramconsistsofthreemajorcomponentsthatcoverthecriticaldomainsfoundtopromotedruguse.Researchhasshownthatstudentswhodevelopskillsinthesethreedomainsarefarlesslikelytoengageinawiderangeofhigh-riskbehaviors.Thethreecomponentsare:DrugResistanceSkillsEnablesyoungpeopletorecognizeandchallengecommonmisconceptionsabouttobacco,alcoholandotherdruguse.Throughcoachingandpractice,theylearninformationandpractical
ATOD(Alcohol,Tobacco,andOtherDruguse)resistanceskillsfordealingwithpeersandmediapressuretoengageinATODuse.PersonalSelf-ManagementSkillsStudentslearnhowtoexaminetheirself-imageanditseffectsonbehavior;setgoalsandkeeptrackofpersonalprogress;identifyeverydaydecisionsandhowtheymaybeinfluencedbyothers;analyzeproblemsituations,andconsidertheconsequencesofeachalternativesolutionbeforemakingdecisions;reducestressandanxiety,andlookatpersonalchallengesinapositivelight.GeneralSocialSkillsStudentsdevelopthenecessaryskillstoovercomeshyness,communicateeffectivelyandavoidmisunderstandings,initiateandcarryoutconversations,handlesocialrequests,utilizebothverbalandnonverbalassertivenessskillstomakeorrefuserequests,andrecognizethattheyhavechoicesotherthanaggressionorpassivitywhenfacedwithtoughsituations.ParticipantsBotvinLifeSkillsTrainingisdesignedfor:•Elementaryschoolstudents•Middle/juniorhighschoolstudents•HighschoolstudentsIthasbeenevaluatedandproventobeeffectivewith:•Whitemiddle-classstudents•Ethnicminoritystudents(primarilyAfrican-AmericanandHispanic)•Inner-cityurbanpopulations•Suburbanpopulations•RuralpopulationsImplementationSettingsForoptimalprogramimplementationBotvinLifeSkillsTrainingshouldbeimplementedinaclassroomsettingthatisconducivetolearning.Thecurriculumcanbetaughtinschool,community,faith-based,summerschoolandafter-schoolsettings.BotvinLifeSkillsTrainingcanbeimplementedinanysubjectareaandcanbetaughtacrossmultiplesubjects.TeachingStrategiesBotvinLifeSkillsTrainingisdesignedtousedevelopmentallyappropriateandcollaborativelearningstrategiestaughtthroughlecture,discussion,coaching,andpracticetoenhancestudents’self-esteem,self-confidence,abilitytomakedecisions,andabilitytoresistpeerandmediapressure.ClassroomSet-UpTheuniquedesignoftheBotvinLifeSkillsTrainingprogramallowsforflexibilitytomeettheneedsofvariousclassroomsettings.Curriculumsetsincludeacomprehensiveteacher’smanualand30studentguides.Additionalclassmaterialscanbepurchasedseparately.
HealthSmart from ETR https://www.etr.org/healthsmart/about-healthsmart/ETR's HealthSmart program is a comprehensive K-12 health education program that meets the National Health Education Standards, reflects the characteristics of effective health education curricula, and incorporates key knowledge and skill expectations detailed in the CDC’s Health Education Curriculum Analysis Tool (HECAT) for each grade level. Lessons are designed to be easy to use, with clear, concise teaching steps focused on the essential concepts and skills that will enable students to develop, practice and support specific healthy behaviors. Activities are developmentally appropriate, challenge students in a variety of ways, and accommodate a range of learning styles.
The ultimate goal of the HealthSmart program is to promote the healthy growth and development of youth and give them the knowledge and skills to make healthy choices and establish life-long healthy behaviors. At the elementary grades, the program is available by individual grade levels.
At the middle and high school levels, the program is divided into 6 content area units.
Program Components: 1. Curriculum/Materials HealthSmart addresses the six key youth risk behaviors identified by the CDC as contributing to the leading causes of early disability and death in youth. It also covers all of the recommended content areas recommended by the CDC's HECAT, as well as the knowledge and skill expectations for each grade span. HealthSmart is a comprehensive health education program that meets the National Health Education Standards, reflects the characteristics of effective health education curricula, and incorporates key knowledge and skill expectations designed to lead to healthy behavior outcomes. For more information on HLC and ETR curriculum/materials, Click Here. 2. Training ETR offers a 1-day (6 hr.) workshop providing an orientation to HealthSmart. The orientation covers the theory and research base of the curriculum, characteristics of effective health education curricula, HealthSmart content areas and curriculum components, key health skills, and how to use the innovative HealthSmart Lesson Planning Tool for designing a customized teaching plan. ETR’s Professional Learning Services also provide a comprehensive 2-day training on the program, which includes instruction in the characteristics of effective health education. For more information on HLC and ETR training, Click Here.
Michigan Model for Health™ Grades K-12 http://www.mmhclearinghouse.org/default.aspx
The Michigan Model for Health™ is a comprehensive, skills-based health education curriculum that shares your goal of helping young people live happier and healthier lives.
This nationally recognized curriculum is research based, and aligned to standards. This means teachers who follow the easy-to-use, sequential lesson plans are meeting their instructional requirements, while at the same time building the knowledge and skills students need to be successful in school and in life.
Using a building-block approach to health education, the Michigan Model for Health™ addresses the major youth health risk behaviors at every grade level, with age-appropriate instructional activities.
Learn more... Core Components
Elementary Level
Secondary Level
Alignment to Current Trends and Hot Topics
Evidence of Effectiveness
A Quick Preview
Program History
Updates and Addenda
Order here:
NationalHealthEducationStandardsOverviewThe National Health Education Standards (NHES) were developed to establish, promote and support health-enhancing behaviors for students in all grade levels—from pre-Kindergarten through grade 12. The NHES provide a framework for teachers, administrators, and policy makers in designing or selecting curricula, allocating instructional resources, and assessing student achievement and progress. Importantly, the standards provide students, families and communities with concrete expectations for health education. Over the last decade, the NHES became an accepted reference on health education, providing a framework for the adoption of standards by most states. A review process begun in 2004 resulted in revisions to the NHES that acknowledged the impact and strength of the original document and took into account more than 10 years of use nationwide. The 2nd edition National Health Education Standards—Achieving Excellence promises to reinforce the positive growth of health education and to challenge schools and communities to continue efforts toward excellence in health education. Standards and Performance Indicators The NHES are written expectations for what students should know and be able to do by grades 2, 5, 8, and 12 to promote personal, family, and community health. The standards provide a framework for curriculum development and selection, instruction, and student assessment in health education. Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Rationale: The acquisition of basic health concepts and functional health knowledge provides a foundation for promoting health-enhancing behaviors among youth. This standard includes essential concepts that are based on established health behavior theories and models. Concepts that focus on both health promotion and risk reduction are included in the performance indicators. Performance Indicators* Pre-K-Grade 2 1.2.1 Identify that healthy behaviors impact personal health. 1.2.2 Recognize that there are multiple dimensions of health. 1.2.3 Describe ways to prevent communicable diseases. 1.2.4 List ways to prevent common childhood injuries. 1.2.5 Describe why it is important to seek health care. Grades 3-5 1.5.1 Describe the relationship between healthy behaviors and personal health. 1.5.2 Identify examples of emotional, intellectual, physical, and social health. 1.5.3 Describe ways in which safe and healthy school and community environments can promote personal health. 1.5.4 Describe ways to prevent common childhood injuries and health problems. 1.5.5 Describe when it is important to seek health care. Grades 6-8 1.8.1 Analyze the relationship between healthy behaviors and personal health. 1.8.2 Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.
1.8.3 Analyze how the environment affects personal health. 1.8.4 Describe how family history can affect personal health. 1.8.5 Describe ways to reduce or prevent injuries and other adolescent health problems. 1.8.6 Explain how appropriate health care can promote personal health. 1.8.7 Describe the benefits of and barriers to practicing healthy behaviors. 1.8.8 Examine the likelihood of injury or illness if engaging in unhealthy behaviors. 1.8.9 Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors. Grades 9-12 1.12.1 Predict how healthy behaviors can affect health status. 1.12.2 Describe the interrelationships of emotional, intellectual, physical, and social health. 1.12.3 Analyze how environment and personal health are interrelated. 1.12.4 Analyze how genetics and family history can impact personal health. 1.12.5 Propose ways to reduce or prevent injuries and health problems. 1.12.6 Analyze the relationship between access to health care and health status. 1.12.7 Compare and contrast the benefits of and barriers to practicing a variety of healthy behaviors. 1.12.8 Analyze personal susceptibility to injury, illness, or death if engaging in unhealthy behaviors. 1.12.9 Analyze the potential severity of injury or illness if engaging in unhealthy behaviors.
Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
Rationale: Health is affected by a variety of positive and negative influences within society. This standard focuses on identifying and understanding the diverse internal and external factors that influence health practices and behaviors among youth, including personal values, beliefs, and perceived norms. Performance Indicators*: Pre-K-Grade 2 2.2.1 Identify how the family influences personal health practices and behaviors. 2.2.2 Identify what the school can do to support personal health practices and behaviors. 2.2.3 Describe how the media can influence health behaviors. Grades 3-5 2.5.1 Describe how family influences personal health practices and behaviors. 2.5.2 Identify the influence of culture on health practices and behaviors. 2.5.3 Identify how peers can influence healthy and unhealthy behaviors. 2.5.4 Describe how the school and community can support personal health practices and behaviors. 2.5.5 Explain how media influences thoughts, feelings, and health behaviors. 2.5.6 Describe ways that technology can influence personal health. Grades 6-8 2.8.1 Examine how the family influences the health of adolescents.
2.8.2 Describe the influence of culture on health beliefs, practices, and behaviors. 2.8.3 Describe how peers influence healthy and unhealthy behaviors. 2.8.4 Analyze how the school and community can affect personal health practices and behaviors. 2.8.5 Analyze how messages from media influence health behaviors. 2.8.6 Analyze the influence of technology on personal and family health. 2.8.7 Explain how the perceptions of norms influence healthy and unhealthy behaviors. 2.8.8 Explain the influence of personal values and beliefs on individual health practices and behaviors. 2.8.9 Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors. 2.8.10 Explain how school and public health policies can influence health promotion and disease prevention. Grades 9-12 2.12.1 Analyze how the family influences the health of individuals. 2.12.2 Analyze how the culture supports and challenges health beliefs, practices, and behaviors. 2.12.3 Analyze how peers influence healthy and unhealthy behaviors. 2.12.4 Evaluate how the school and community can affect personal health practice and behaviors. 2.12.5 Evaluate the effect of media on personal and family health. 2.12.6 Evaluate the impact of technology on personal, family, and community health. 2.12.7 Analyze how the perceptions of norms influence healthy and unhealthy behaviors. 2.12.8 Analyze the influence of personal values and beliefs on individual health practices and behaviors. 2.12.9 Analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors. 2.12.10 Analyze how public health policies and government regulations can influence health promotion and disease prevention.
Standard 3: Students will demonstrate the ability to access valid information, products, and services to enhance health.
Rationale: Access to valid health information and health-promoting products and services is critical in the prevention, early detection, and treatment of health problems. This standard focuses on how to identify and access valid health resources and to reject unproven sources. Application of the skills of analysis, comparison, and evaluation of health resources empowers students to achieve health literacy. Performance Indicators*: Pre-K-Grade 2 3.2.1 Identify trusted adults and professionals who can help promote health. 3.2.2 Identify ways to locate school and community health helpers. Grades 3-5 3.5.1 Identify characteristics of valid health information, products, and services.
3.5.2 Locate resources from home, school, and community that provide valid health information. Grades 6-8 3.8.1 Analyze the validity of health information, products, and services. 3.8.2 Access valid health information from home, school, and community. 3.8.3 Determine the accessibility of products that enhance health. 3.8.4 Describe situations that may require professional health services. 3.8.5 Locate valid and reliable health products and services. Grades 9-12 3.12.1 Evaluate the validity of health information, products, and services. 3.12.2 Use resources from home, school, and community that provide valid health information. 3.12.3 Determine the accessibility of products and services that enhance health. 3.12.4 Determine when professional health services may be required. 3.12.5 Access valid and reliable health products and services.
Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
Rationale: Effective communication enhances personal, family, and community health. This standard focuses on how responsible individuals use verbal and non-verbal skills to develop and maintain healthy personal relationships. The ability to organize and to convey information and feelings is the basis for strengthening interpersonal interactions and reducing or avoiding conflict. Performance Indicators*: Pre-K-Grade 2 4.2.1 Demonstrate healthy ways to express needs, wants, and feelings. 4.2.2 Demonstrate listening skills to enhance health. 4.2.3 Demonstrate ways to respond in an unwanted, threatening, or dangerous situation. 4.2.4 Demonstrate ways to tell a trusted adult if threatened or harmed. Grades 3-5 4.5.1 Demonstrate effective verbal and nonverbal communication skills to enhance health. 4.5.2 Demonstrate refusal skills that avoid or reduce health risks. 4.5.3 Demonstrate nonviolent strategies to manage or resolve conflict. 4.5.4 Demonstrate how to ask for assistance to enhance personal health. Grades 6-8 4.8.1 Apply effective verbal and nonverbal communication skills to enhance health. 4.8.2 Demonstrate refusal and negotiation skills that avoid or reduce health risks. 4.8.3 Demonstrate effective conflict management or resolution strategies. 4.8.4 Demonstrate how to ask for assistance to enhance the health of self and others. Grades 9-12 4.12.1 Use skills for communicating effectively with family, peers, and others to enhance health. 4.12.2 Demonstrate refusal, negotiation, and collaboration skills to enhance health
and avoid or reduce health risks. 4.12.3 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others. 4.12.4 Demonstrate how to ask for and offer assistance to enhance the health of self and others.
Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.
Rationale: Decision-making skills are needed to identify, implement, and sustain health-enhancing behaviors. This standard includes the essential steps that are needed to make healthy decisions as prescribed in the performance indicators. When applied to health issues, the decision-making process enables individuals to collaborate with others to improve their quality of life. Performance Indicators*: Pre-K-Grade 2 5.2.1 Identify situations when a health-related decision is needed. 5.2.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed. Grades 3-5 5.5.1 Identify health-related situations that might require a thoughtful decision. 5.5.2 Analyze when assistance is needed in making a health-related decision. 5.5.3 List healthy options to health-related issues or problems. 5.5.4 Predict the potential outcomes of each option when making a health-related decision. 5.5.5 Choose a healthy option when making a decision. 5.5.6 Describe the outcomes of a health-related decision. Grades 6-8 5.8.1 Identify circumstances that can help or hinder healthy decision making. 5.8.2 Determine when health-related situations require the application of a thoughtful decision-making process. 5.8.3 Distinguish when individual or collaborative decision making is appropriate. 5.8.4 Distinguish between healthy and unhealthy alternatives to health-related issues or problems. 5.8.5 Predict the potential short-term impact of each alternative on self and others. 5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision. 5.8.7 Analyze the outcomes of a health-related decision. Grades 9-12 5.12.1 Examine barriers that can hinder healthy decision making. 5.12.2 Determine the value of applying a thoughtful decision-making process in health-related situations. 5.12.3 Justify when individual or collaborative decision making is appropriate. 5.12.4 Generate alternatives to health-related issues or problems. 5.12.5 Predict the potential short-term and long-term impact of each alternative on self and others.
5.12.6 Defend the healthy choice when making decisions. 5.12.7 Evaluate the effectiveness of health-related decisions.
Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Rationale: Goal-setting skills are essential to help students identify, adopt, and maintain healthy behaviors. This standard includes the critical steps that are needed to achieve both short-term and long-term health goals. These skills make it possible for individuals to have aspirations and plans for the future. Performance Indicators*: Pre-K-Grade 2 6.2.1 Identify a short-term personal health goal and take action toward achieving the goal. 6.2.2 Identify who can help when assistance is needed to achieve a personal health goal. Grades 3-5 6.5.1 Set a personal health goal and track progress toward its achievement. 6.5.2 Identify resources to assist in achieving a personal health goal. Grades 6-8 6.8.1 Assess personal health practices. 6.8.2 Develop a goal to adopt, maintain, or improve a personal health practice. 6.8.3 Apply strategies and skills needed to attain a personal health goal. 6.8.4 Describe how personal health goals can vary with changing abilities, priorities, and responsibilities. Grades 9-12 6.12.1 Assess personal health practices and overall health status. 6.12.2 Develop a plan to attain a personal health goal that addresses strengths, needs, and risks. 6.12.3 Implement strategies and monitor progress in achieving a personal health goal. 6.12.4 Formulate an effective long-term personal health plan.
Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Rationale: Research confirms that practicing health-enhancing behaviors can contribute to a positive quality of life. In addition, many diseases and injuries can be prevented by reducing harmful and risk-taking behaviors. This standard promotes the acceptance of personal responsibility for health and encourages the practice of healthy behaviors. Performance Indicators*: Pre-K-Grade 2 7.2.1 Demonstrate healthy practices and behaviors to maintain or improve personal health. 7.2.2 Demonstrate behaviors that avoid or reduce health risks. Grades 3-5 7.5.1 Identify responsible personal health behaviors. 7.5.2 Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health. 7.5.3 Demonstrate a variety of behaviors to avoid or reduce health risks.
Grades 6-8 7.8.1 Explain the importance of assuming responsibility for personal health behaviors. 7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others. 7.8.3 Demonstrate behaviors to avoid or reduce health risks to self and others. Grades 9-12 7.12.1 Analyze the role of individual responsibility for enhancing health. 7.12.2 Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others. 7.12.3 Demonstrate a variety of behaviors to avoid or reduce health risks to self and others.
Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.
Rationale: Advocacy skills help students promote healthy norms and healthy behaviors. This standard helps students develop important skills to target their health-enhancing messages and to encourage others to adopt healthy behaviors. Performance Indicators*: Pre-K-Grade 2 8.2.1 Make requests to promote personal health. 8.2.2 Encourage peers to make positive health choices. Grades 3-5 8.5.1 Express opinions and give accurate information about health issues. 8.5.2 Encourage others to make positive health choices. Grades 6-8 8.8.1 State a health-enhancing position on a topic and support it with accurate information. 8.8.2 Demonstrate how to influence and support others to make positive health choices. 8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools. 8.8.4 Identify ways in which health messages and communication techniques can be altered for different audiences. Grades 9-12 8.12.1 Utilize accurate peer and societal norms to formulate a health-enhancing message. 8.12.2 Demonstrate how to influence and support others to make positive health choices. 8.12.3 Work cooperatively as an advocate for improving personal, family, and community health. 8.12.4 Adapt health messages and communication techniques to a specific target audience.
* The performance indicators articulate specifically what students should know or be able to do in support of each standard by the conclusion of each of the following grade spans: Pre-K–Grade 2; Grade 3–Grade 5; Grade 6–Grade 8; and Grade 9–Grade 12. The performance indicators serve as a blueprint for organizing student assessment.
HealthEducationCurriculumAnalysisTool(HECAT)https://www.cdc.gov/healthyyouth/hecat/index.htm
The Health Education Curriculum Analysis Tool (HECAT) is an assessment tool to help school
districts, schools, and others conduct a clear, complete, and consistent analysis of health
education curricula based on the National Health Education Standards and CDC’s Characteristics
of an Effective Health Education Curriculum.
HECAT results can help school select or develop appropriate and effective health education
curricula, enhance existing curricula, and improve the delivery of health education. The HECAT can
be customized to meet local community needs and conform to the curriculum requirements of the
state or school district.
The HECAT features:
• Guidance on using the HECAT to review curricula and using the HECAT results to make health
education curriculum decisions
• Customizable templates for recording important descriptive curriculum information for state or
local use in the curriculum review process
• Tools to analyze preliminary curriculum considerations, such as accuracy, acceptability,
feasibility, and affordability
• Tools to analyze curriculum fundamentals, such as teacher materials, instructional design, and
instructional strategies and materials
• Specific health-topic concept and skills analyses
• Guidance on using the HECAT for developing a health education scope and sequence
ACCESSIBLE MENTAL HEALTH AND
SUBSTANCE USE SUPPORTS RESOURCES
SampleJobDescription-All-IslandCommunity-PartneredSchoolMentalHealthCoordinator
SAMPLEJobDescription
All-IslandCommunity-PartneredSchoolMentalHealthCoordinatorMartha’sVineyardPublicSchoolsisseekinganAll-IslandCommunity-PartneredSchoolMentalHealthCoordinatortosupportcomprehensiveschoolwellnesssystems,includingschoolandcommunitypartnershipsacrossallpublicschools.Responsibilitieswouldinclude:
• DirectandmanagethedevelopmentandimplementationofcomprehensiveschoolwellnesssystemsacrossMartha’sVineyardPublicSchools;
• Managetheday-to-daycoordinationofcommunity-partneredschoolmentalhealthwithinandacrossschools;
• MaintaincollaborativerelationshipswithallthepartnersinvolvedinMartha’sVineyardCommunity-Partneredserviceprovision;
• Seekoutandbuildnewrelationshipswithinthecommunitytoincreasethestaffingcapacityforcommunity-partneredschoolmentalhealth;
• Monitorandanalyzedatainordertoreportouttrendsontypesofreferrals,numberofreferralsandhowmanyreferralsturnedintoactualservicesandsupports;
• WorkcloselywitheachMartha’VineyardPublicSchoolprincipalandtheirmentalhealthandadministrativestafftoidentifyneedsspecifictotheirschool;
• Developandmaintainlegaldocuments(contracts,MOUs)thatarerelevanttoCommunity-PartneredSchoolMentalHealth;
• Identify,organizeandprovideProfessionalDevelopmentopportunitiesthatincreaseawarenessaboutcommunity-partneredschoolmentalhealth,mentalhealthandstigma,andhowtomakeappropriatereferralstotheprogram;
• RegularlycommunicatewithMartha’sVineyardPublicSchoolLeadershipandanyconsultantstobrainstorm,identifysuccessesandchallenges,andplanforaddressingissuesanddisseminatingsuccesses.
Experience:
• Atleast5yearsofexperiencedeliveringandmanagingmentalhealthinschools.• AMastersdegree(orequivalentexperience)inmentalhealthorrelatedfield.• Excellentinterpersonalskills,includingexperiencewithsuccessfulimplementationof
evidence-basedpracticesandprogramsinschoolmentalhealth• Demonstratedsuccesswithconveningschoolandcommunitypartnerstowardhealth-
relatedgoals.• Excellentwrittenandoralcommunicationskills.
Toolstomapyourdistrict/schoolmentalhealthandsubstanceuseservicesandsupports
TheSchoolHealthAssessmentandPerformanceEvaluation(SHAPE)System(www.theSHAPEsystem.com)canbeusedbyComprehensiveSchoolMentalHealthSystems(CSMHSs)atthestate,district,andschoollevelto:
• BeCounted!ParticipateinthenationalcensusofCSMHSs• Useneedsassessmentandresourcemappingtodocumentschoolandcommunity-
basedservicearrayofmulti-tieredservicesandsupports• Advanceadata-driven,qualityimprovementandmentalhealthteamplanningprocess
tosupportschoolmentalhealth• View,print,shareandreviewfreecustomizedreportsthatdocumentstrengthsand
gapsoftheCSMHS• Accessaction-orientedandtargetedresourcestohelpadvanceschoolmentalhealth
qualityandsustainabilityattheschoolanddistrictlevels
ResourceMappinginSchoolsandSchoolDistricts:AResourceGuidehttp://csmh.umaryland.edu/media/SOM/Microsites/CSMH/docs/Resources/Briefs/Resource-Mapping-in-Schools-and-School-Districts10.14.14_2.pdfLever,N.,Castle,M.,Cammack,N.,Bohnenkamp,J.,Stephan,S.,Bernstein,L.,Chang,P.,Lee,P,&Sharma,R.(2014).ResourceMappinginSchoolsandSchoolDistricts:AResourceGuide.Baltimore,Maryland:CenterforSchoolMentalHealth.
Toolstosupportcommunity-partneredschoolmentalhealthprogrammingThefollowingpagescontaintoolsthatmaybemodifiedtosupportyourcommunity-partneredschoolmentalhealthprogrammingefforts:
• Whentoreferastudent• Referralexamples• Consentfortreatment• Releaseofinformationforms• Policiesandprocedureschecklist• MemorandumofUnderstanding(MOU)example• SchoolMentalHealthReferralandTriageFlowChart-DIRECTACCESSMODEL• SchoolMentalHealthReferralandTriageFlowChart-TEAMPROCESSMODEL
ANY STUDENT WHO YOU BELIEVE MAY NEED EXTRA SUPPORT
Here are a few issues to look out for: Students who experience....
§ Depression/ Irritability
§ Anxiety
§ Oppositional behavior
§ Poor peer relationships
§ Withdrawal/Isolation from others
§ Tendencies to harm self or others
§ Family and/or community violence
§ Academic and/or attendance problems
§ Significant change in behavior or functioning
§ Bereavement and loss
§ Abuse and neglect
§ Exposure to substance abuse
§ Homelessness
§ Family stress
§ Bullying
§ School refusal
§ Low self-esteem
Please use the attached form to make a referral. This could be the first step in making a
difference in your student’s life!
[PROGRAM NAME HERE] Confidential Referral Form
Student's Name: ___________________________ Date: Grade:______ Home Room Teacher:_____________________ Name of Referral Source:__________________________________ Pupil Identification Number (PIF #):____________________________ Race: Gender: (Circle) Male Female
Reason for referral:
(Please circle all that apply and write a brief description of your concerns) Academic concerns Behavioral Concerns Attendance Concerns Social Concerns
Emotional Concerns __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Please include family/guardian contact information (if available): Name of parent(s)/guardian(s): Address: Phone numbers: Work: ( ) Home: ( )
Cell: (____)____________________________Other: ( )
Please rate the urgency of this request: not urgent moderately urgent very urgent 1 2 3 4 5 6 7 8 9 10
We appreciate your referral! Thank you!
(To be completed by receiving clinician) Date Received: __________ Disposition:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________ School District School Mental Health Referral Form CONFIDENTIAL STUDENT INFORMATION SHEET
Today’s Date: _______________ Student’s Name: ______________________________________ Social Security #: _______-______- Parent Names: ________________________________________ Guardian Names: Date of Birth: ____________________ Age: _______ Student ID #: ____________________________ Preferred Phone: (_______) ________________________ OK to leave message? __Yes ___No Alternate Phone: (_______) ________________________ OK to leave message? __Yes ___No Home Email Address: _____________________________ OK to leave message? __Yes ___No Permanent Address: ___________________________________________________________________________ Street City State
Zip
Gender: Race ___________________ School: _________________________________________ Grade _______ Teacher ________________________ What is your health insurance provider? _______________________________ Other: _______________________ Medical conditions: ____________________________________________________________________________ Please list any current medication (s): ______________________________________________________________ Previous hospitalization or ER visit for mental health reasons: When?_____________________________________ Why? Past Interventions? _____________________________________________________________________________ Reason for referral: _____________________________________________________________________________ Please check all of the following items which are concerns at this time, and circle those which are most important.
Abortion issues
Fears, phobias
Picking fights with peers
Suicidal thoughts
Abuse – emotional, physical Divorce, separation of parents Pregnancy Tiredness, fatigue verbal, sexual, neglect Grief issues Racial/ethnic concerns Trauma Academic issues Guilt Repeated troubling thoughts Violent thoughts Alcohol use Harassment Relationship concerns Withdrawal, isolating Anger, arguing Hallucinations Relationship violence Other concerns: Anxiety, nervousness Identity issues Romantic relationship Behavior problems Impulsive, out of control Self-esteem issues Body image Irritability Self-injury, mutilation Compulsive behaviors Intervention plan needed Self-neglect, poor self-care Concentration Learning disability Sexual assault Decision making, indecision Loneliness, no friends Sexual concerns Depression, sadness, crying Mood swings Sexual harassment Drug use Need testing Sexual orientation/identity Eating problems Parent deployment to war Shyness, oversensitive Emptiness Panic attacks Smoking, tobacco use Family relationships Perfectionism Sleep problems Fearing failure Peer relationship concerns Stress
______________________________________________ Date _______________________________ Name/Signature of Person filling our Form
[PROGRAMNAMEHERE]
Incollaborationwith(Partneringagencies/schoolsystem,etchere),the[PROGRAMNAME]providesafullcontinuumofpreventionandinterventionservicesto[Yourschoolsystemnamehere]elementary,middleandhighschoolyouth.ServicesthroughtheSMHPinclude(updatelistbelowbasedonwhatisprovided):
IndividualCounseling
GroupCounseling
FamilyCounseling
CaseManagement
FamilyActivities/Events
ClassroomPresentations/Activities
School-wideActivities
ClassroomBehaviorSupport
Teacher/SchoolStaffConsultation
MentalHealthScreeningandAssessment
HomeVisits(asneeded)
PsychiatricConsultation
Advocacy
AttendanceandSupportatTeamMeetings
ResourceSharing
Yourlogohere,oruselogo,etc
[PROGRAMNAMEHERE]
ConsentforMentalHealthServices
Igiveconsentformychild, ,toreceivementalhealthservicesthroughthe_____(PROGRAMNAMEHERE)______atmychild’sschool.Iunderstandthattheseservicesmayincludeindividual,group,and/orfamilysessions,teacher/staffconsultation,aswellasotherservicesandactivities(seeattached).Iunderstandthatyouth,teacher,andcaregiverassessmentswillbecollectedaspartoftheschoolmentalhealthprogram.Theseassessmentswillbeusedtoinformtreatmentandtoensurethequalityoftheservicesprovided.Resultsoftheseassessmentswillonlybesharedasagroupreport,withoutanyidentifyingstudentinformation.Allrecordspertainingtotheschoolmentalhealthservicesarethepropertyoftheschoolmentalhealthprogramandwillbekeptconfidential(i.e.theywillnotbereleasedwithoutparental/legalguardianpermission).Pleasesignbelowtoindicateyourconsentforyourchildtoreceiveschoolmentalhealthservicesfromthe(PROGRAMNAMEHERE). Signatureofparent/legalguardian Date PrintedNameofparent/legalguardian PhoneNumber Address WorkNumber Therapist/Witness Date
Pleasecheckifstudentisover16yearsofage.
Pleasecheckifstudentis18yearsofageorolder.
Student Name: Date of Birth Address Home Telephone #: Mobile Telephone #: Check and complete the appropriate section: � As the parent/legal guardian of the above-named student, I, ____________________________,
acknowledge that the student will receive services from [PROGRAM NAME HERE] on-site at the student’s home school.
� I, the above-named student, acknowledge that I will receive services from [PROGRAM NAME
HERE] on-site at my home school. I authorize UPI to release to and receive from the XXX School System medical/school information (the “Records”). I understand that such Records may contain health information pertaining to psychiatric, drug and/or alcohol diagnosis and treatment as well as educational records, immunization records, suspensions/office referral data, attendance data, referrals to the Child Study Team and other student service teams, and written and verbal communication with school staff related to mental health intervention. In addition, I authorize [PROGRAM NAME HERE] to release identifying student information to [EVALUATORS OR FUNDERS WHO USE PROGRAM DATA] to support program accountability and quality improvement activities. I understand that the Records will be released and received for the purpose of treatment and quality improvement activities. [PROGRAM NAME HERE], its employees, officers and medical staff are released from liability for the release of information in accordance with this consent.
Signature of patient or parent/guardian Relationship to Student Date Witness
(This consent is valid one year from the date of signature)
[PROGRAMNAMEHERE] MedicalRecord#:
ConsentforReleaseofInformation
Ourpracticewillnotreleaseyourhealthinformationwithoutyourpermission,exceptasprovidedinourNoticeofPrivacyPractices.Iherebyauthorize[PROGRAMNAMEHERE]torelease/receivemymedicalinformationincludingdates,historyofillness,diagnosticandtherapeutictreatment.Themedicalrecordstobereleasedmaycontainmedicalinformationpertainingtopsychiatric,drugand/oralcoholdiagnosisandtreatment.PatientName: DOB: Address: SS#: Telephone#: Coveringrecord(s)fortheperiodof to Date DateInformationtobereleased:
Copyofhealthrecord AbstractHistoryandPhysical DischargeSummaryOther: OperativeReport
(Note:Afeemaybechargeforcopiesofmedicalrecords)Informationtobe: releasedto receivedfrom:Program: Address: Telephone: Theinformationwillbereleaseforthefollowingpurpose(s): RequestofPatient Treatment Insurance OtherThefacility,itsemployees,officersandmedicalstaffarereleasefromlegalresponsibilityorliabilityfromthereleaseofinformationinaccordancewiththisconsent.Signature: Patientorrepresentative DatePrintedName: Relation:
AUTHORIZATION FOR THE RELEASE OF INFORMATION
Name: ______________________________________ Date of Birth: ________________
I hereby authorize SSHS SMH program at ____________________________ School District to exchange
protected health information below with these parties:
_____________________________________________________________________________
Requested information: I authorize the exchange of the following types of records, created from ________ to ________: (date) (date)
___ Attendance (appointments scheduled and met; dates of service) ___ Treatment plan ___ Safety concerns (level of danger to self or others ___ Treatment summary ___ Alcohol and other drug use ___ Academic related issues ___ Billing records ___ Written mental health records ___ Other: ______________________________________
The purpose of the Requested Use or Disclosure is:
___ At the request of the patient ___ For coordination of care ___ To address academic concerns ___ For medical assessment ___ Other: _______________________________________________________________________
I understand that: 1. My authorization of disclosure of this information can be revoked by providing a dated and signed written revocation to ___________________________. However, mental health information disclosed before the receipt of my written revocation may be used for the purposes state above. 2. This authorization applies only to the disclosure of mental health information which exists as of today. 3. Information disclosed to a health care provider or health plan, in accordance with my authorization, cannot be Further disclosed by the recip8ient without my consent, unless otherwise authorized by law. 4. If the persons or entities who are authorized to receive the information are not health care providers or health plans covered by federal health privacy laws, they may re-disclose the information and those laws would no longer protect the disclosed health information. 5. Within the provisions of Mental Health Information Act, I have a right to review the mental health information contained in my record. 6. I may refuse to sign this authorization. My refusal will not affect my ability to obtain treatment or payment. Expiration Date: This authorization expires in 60 days from today’s date, or this earlier date:____________ , or when the following event occurs: ___________________________________________ __________________________________________________________________________________________ Signature of Student or Parent/Guardian Date _______________________________________ ___________________________________________________ Signature of Witness Date
[PROGRAMNAMEHERE] MedicalRecord#: ConsentforReleaseofInformation
Youmayrevokethisauthorizationatanytime.Seethe[PROGRAMNAMEHERE]NoticeofPrivacyPracticesformoreinformationaboutrevokingauthorization.Youmayrefusetosignthisauthorization.Youdonotneedtosignthisauthorizationtoreceiveservicesfrom[PROGRAMNAMEHERE]EXCEPTinthefollowingcircumstances:
• Iftheonlypurposeforprovidingyouwithaserviceistoobtaininformationtodisclosetosomeoneelse,thenyoumustauthorizethatdisclosureinordertoreceivetheservice.(Example:physicalexaminationsrequiredtoobtaincertaintypesoflicenses).
• Iftheservicesarerelatedtoresearch,youmayberequiredtoseparatelyauthorizetheuseordisclosureforyourhealthinformationfortheresearch.Thisappliesonlytoyourhealthinformationrelatedtotheresearchservices.Theuseanddisclosureofyourinformationwillbelimitedtowhatisnecessaryfortheresearch.Ifyoudonotauthorizetheuseanddisclosureofyourinformationfortheresearch,youmaynotbeeligibletoreceivetheservices.
Apersonororganizationthatreceivesyourinformationbecauseofthisauthorizationmayhavethelegalrighttodisclosethisinformationtoothers.
ComprehensiveSchoolMentalHealthProgramPoliciesandProceduresChecklist
Directions:Checkbelowthepoliciesandproceduresthatyourschool,district,orcommunitymentalhealthagencyhasinplace.Thenreviewthelistagaintoidentifythoseyoudon’thaveinplacethatarethehighestpriorityforyourprogramtodeveloporrevise.
PolicyOrProcedure
√IfYouHaveThisinPlace
√IfIt’saHighPrioritytoDeveloporReviseThis
Policyallowingcommunityagencystafftoprovideservicesintheschool* Procedureforidentifyingstudentswhomayneedmentalhealthservices* Procedureforreferringstudentsformentalhealthservices* Procedurefortriagingstudentsexperiencingamentalhealthcrisis* ProcedureforprovidingIDbadgestocommunityagencystaffwhoworkintheschool Procedureforcommunityagencystafftosigninandoutoftheschoolcampus Delineationofrolesandresponsibilitiesofcommunityagencystaffwhoworkattheelementary,middle,and/orhighschoollevels
Proceduretodocumentstudent/familyfollowthroughwithmentalhealthreferrals Policyregardingwhenandforhowlongstudentscanreceivementalhealthservicesduringtheschoolday
Policyregardingcredentialingrequirementsforstaffwhoworkinschools Policyregardingsupervisionofcommunityagencystaffwhoworkinschools Procedureformaintainingclientrecordsattheschooloronasecurewebsite Procedureforassistingstudentstoenterthementalhealth/behavioralhealthsystem Policiesrelatedtothecommunityagency’streatmentteam(e.g.,treatmentplanoversight) Policiesrelatedtointake,treatment,andtreatmentplansforstudentsreferredbytheschool Memorandumofagreementspecifyingthedistrict'sandtheagency’srolesandresponsibilitiesintheprogram
Policyforconductingstaffbackgroundchecks Policyfordesignatingastaffmembertoserveasliaisonwiththeotherparty(i.e.,theschoolormentalhealthagency)
Policyrelatedtoreleasinginformationtoandreceivinginformationfromstudents’medicalrecords
Information-sharingagreementoutlininghowtheschoolandcommunityagencywillshareinformationaboutstudents
Liabilityagreements(e.g.,liabilityinsuranceforschoolandagencystaff) Consent-for-treatmentpolicy Policiesandproceduresforreportingabuseandneglect(Note:theseneedtoalignwiththefederalpolicyandstateguidelines)
Confidentialityagreement,procedures,andprotocols Policiesonstafftraining(e.g.,mentalhealthawarenesstrainingforschoolstaff,trainingontheschool'codeofconductforcommunityagencystaff)
*Itisagoodideatohavethesepoliciesandproceduresinplaceattheoutsetofyourprogram.
Memorandum of Understanding In building a comprehensive school wellness system, it is critical to formalize the partnerships within Martha’s Vineyard and across other organizations into a clear Memorandum of Understanding that can outline roles, requirements, expectations, and costs associated. Key components to consider including in an MOU related to wellness in schools are highlighted below: Timeframe of the Agreement The MOU should clarify the beginning and end date of the agreement. List of Partners Who Are Involved All partner agencies and organizations should be clearly identified and it should be made clear as to who the agreement is being made with (e.g., the Public School System, the School Board) Reasons for and Purpose of the Agreement Background facts that support the importance of the collaboration related to a given cause can be highlighted to provide context for the agreement. Purpose statements may already exist within your partnership, or may need to be developed jointly to assist in defining the primary purpose of your partnership, and the outcomes that are anticipated. This statement should also include the desired outcomes that the partnership hopes to achieve (e.g., reduction in school dropout, improvement in academic functioning) Scope of the Agreement This brief description should highlight the proposed partner responsibilities, commitment and support needed to fulfill the agreement. Programs, activities, committees, etc. that the partner will develop, administer, participate in should be clearly defined and outlined. This information could also include the frequency of meetings and other communications and a description of the management and decision-making processes that will be employed. Information Sharing and Programmatic Reporting This section should describe the expectations for sharing data and information and submitting reports progress reports/updates on the status of the project activities performed by partner agency staff. Limits of confidentiality and how confidentiality will be respected and safeguarded needs to be explained in detail. Financial Responsibility/Reporting Must include a description of each partner’s financial responsibility for the services and/or supports that it will provide along with the conditions and terms of responsibility for those services, including the quality, accountability (e.g. financial reporting expectations), and coordination of services as they relate to achieving the goals, objectives, and outcomes of the project. Information Sharing and Data Collection This section should address the policies/procedures, type, and the extent to which information and data on children and families served will be shared between the partnering agency and the school district partner(s). This section should also describe the partner’s responsibility regarding evaluation, data collection and reporting.
Supervision Responsibility/Chain of Command This section should clearly establish a definitive chain of command for partner agency staff members including the individual(s) responsible for the supervision of partner agency staff. Wellness Services The wellness services section should include a description of the policies and procedures to be used for referral, consent, treatment, and follow-up for children and adolescents in need of services and supports and should indicate funding strategies including whether and how third party billing would be utilized (Medicaid, Private Insurance, etc.) Continuation of Contract and Consequences of Not Abiding By the Contract The MOU offers an opportunity to include a clause about how the process for renewing the contract and also includes information on the consequences and processes that will be undertaken for not abiding by the MOU. Consequences and remediation associated with default of the MOU can be outlined and can clarify situations when and how the MOU could be revoked if necessary. Indemnification and Insurance This section would address expectations of each party related to insurance and liability related to the work covered within and across agencies and organizations as part of the MOU. Signators The MOU must be signed and dated by the authorized representatives of each of the agency and organization partners agreeing to abide by the MOU. The figure below (CSMH, 2018) highlights the anatomy of a Memorandum of Understanding
SchoolMentalHealthReferralandTriageFlowChart
DIRECTACCESSMODEL
(UsewhenSMHprovidersarewellintegratedwithoneanotherintheschoolsetting,andthereislotsofcommunicationamongteammembers)
Student/Parent/Caregiver/SchoolstaffmembercompletesSchool-BasedMentalHealthReferralForm andsubmitstotheSchool-BasedMHProvider(schoolorcommunity-employed)
School-BasedMHProviderwhoreceivedthereferralmakescontactwithfamilyandstudenttogetmoreinformation,betterunderstandurgency,anyspecialconsiderationstoparentinterestinservices
ProvidercheckswithSMHteam* toconfirmthereisnotduplicationandtoconsiderwhatinterventionsarealreadyinplace(ensurethisprocessdoesnotholdupschedulingintakeswithfamilies/movingforwardwithcare,canbeaninformalprocessofcheckinginwithSMHteammembers)
Relevantdataarecollected(includingSpecialEducationServices,academicandbehavioralindicators,socialemotionalfunctioning) Basedonreferralanddata,decisionismaderegardingprovisionofcare(Tier1,2,3)
Providermeetswithfamily,consenttotreatmentreceivedasappropriate, andconsidershowtointegrateotherschoolstaffandinterventionsasappropriateanddevelopstreatmentplan.Asappropriate– providermaybringtreatmentplanprocessandprogresstoSMHTeam*toinform,integrate,andconsultwiththemoncare
*Familymembersshouldalwaysbeinvitedtoteammeetingsand/orprovidedwithfollow-upaboutteammembercommunicationonstudent’sreferral/case
SchoolMentalHealthReferralandTriageFlowChart
TEAMPROCESSMODEL
(Usewhenyourschoolteamprefersaheavilyteam-drivenapproachtomentalhealthreferralsANDyoucanidentifyaSMHTeamLeadtobethe“pointperson”forreferralsreceived)
ReferralsaregiventoanySMHTeamMember(schoolpsychologist,schoolsocialworker,communitymentalhealthprovider,schooladministrator,behavioralspecialist)whowillbringtoSMHTeam LeadtoprocessduringaSMHTeam*meeting
UrgencyofreferralisassessedandimmediateresponseistakenbySMHTeamMemberasneededifappropriate
ReferralisdiscussedatSMHTeam*(within Xnumberof days)andrelevantdata(includingSpecialEducationServices,academicandbehavioralindicators,socialemotionalfunctioning) arecollected
Basedonreferralanddata,SMHTeam*decisionismaderegardingprovisionofcare(Tier1,2,3)
ASMHproviderwillbeidentifiedtotaketheleadonthedevelopmentofastudentinterventionplanthatcanbebroughtbacktotheteamtoupdateSMHTeam*onprogressatleasttwiceperyear
*Familymembersshouldalwaysbeinvitedtoteammeetingsand/orprovidedwithfollow-upaboutteammembercommunicationonstudent’sreferral/case
ProgramEvaluationforComprehensiveSchoolMentalHealth InformationfromLever,N.,Connors,E.,Freeman,E.,&Stephan,S.ImplementingaComprehensiveSchoolMentalHealthProgram.http://airhsdlearning.airws.org/SMHModule3/story_html5.htmlProgramevaluationanddatacollectionarecriticaltoyourprogramformanyreasons.First,evaluationcansupportyourprogram’saccountabilityfortheservicesandsupportsyouprovide,andcanhelpyouadvocateforfundingtosustainyourprogramovertime.Programevaluationalsoprovidesevidenceofyourprogram’sservicequalityanditsimpactsonstudents,families,andschools.Thisisessentialdatatoinformqualityimprovementsandshouldbesharedwithyourstakeholders,currentandpotentialfunders,andotherComprehensiveSchoolMentalHealthPrograms.Evaluationenablesyoutocollectdatafromarangeofprogramstakeholdersincludingstudents,teachers,familymembers,school-basedstaff,andclinicians.Itcanalsoreduceconfirmatorybias,whichisthetendencytoseekinformationthatconfirmsone’sexperiences,educatedguesses,andhypotheses.Andfinally,collectingandusingdatatomakedecisionsaboutyourprogramiscentraltoadata-drivenapproachtoComprehensiveSchoolMentalHealthPrograms.Inthisapproach,programstaffandyourschool-communityadvisoryboardregularlyusedatafrommultiplesourcesandperspectivestomakecriticaldecisionsabouttheservicesandsupportstheprogramprovides.ContinuumofProgramEvaluationforComprehensiveSchoolMentalHealthProgramsProgramevaluationforComprehensiveSchoolMentalHealthProgramscanbeunderstoodasoccurringalongacontinuum.Atthenovicestage,programevaluationtypicallyfocusesondescribingtheprogramandtheservicesitprovides.Atthebeginnerstagetheprogramevaluationfocusoftenshiftstodescribingtheacademicandpsychosocialcharacteristicsofstudentsbeingserved.Attheintermediatestage,programsoftentrackstudentprogressandoutcomesovertime.Andattheadvancedstage,programstypicallybegintoexaminelong-termoutcomesforstudentsandcomparethemtosimilarstudentswhodidnotreceiveservices.
ProgramEvaluation:NoviceStageAttheNovicestageofprogramevaluation,mostprogramscollectandanalyzedescriptivedataabouttheirprogram’sstandardoperatingprocedures.Thisoftenincludeswhoprovidesschoolmentalhealthservices,andwhichservicesareprovidedbywhichstaffmemberatTiers1,2,and3(includingthetypesofinterventionsandinterventionlength,intensity,andfrequency).Notethatdataonthenumberof11studentsservedthroughspecialeducationisoftenmorereadilyavailablethandataonthenumberofstudentsservedthroughregulareducation.ProgramevaluationattheNovicestagemayalsoexplorereferralsourcesandreferralreasonsinordertounderstandstudents’needsandhowtheprogramisaddressingneeds.Atthenovicestage,datamaybecollectedandanalyzedfromonedatasource,typicallyserviceutilizationdata.Thedatamaycomefromjustonepointintime,providingasnapshotofstudentsservedatthattime.Costdatathatarecollectedandusedtypicallyfocusondescribingstaffstructureandstaffcosts.Thegoalatthisstageofprogramevaluationistodescribetheservicesbeingprovidedtobetterunderstandtheprogram’sstrengthsandareasforgrowth.BeginnerStageAttheBeginnerstage,oncetheprogramunderstandsitsservicedeliveryandstaffstrengthsandneeds,it’sreadytomoveontoexaminestudent-leveldata.Thesedatacomefromschoolrecordsandmayincludestudents’age,grade,gender,race/ethnicity,academicachievement,disciplinaryreferrals,attendance,andschoolplacementhistory.Atthisstage,datamayalsobecollectedonstudents’diagnoses,presentingproblems,goals,andinterventions.Thesedatamaybeobtainedfromthementalhealthproviderswhoservestudentsand/orfromfamilymembers.Inthebeginnerstageofprogramevaluation,multiplesourcesofacademicandpsychosocialdatamaybeused.It’slikelythateachdatasetcomesfromjustonepointintime.Manyprogramsatthisstageareabletousedatatodescribethecostofdifferentprogramcomponents.Thegoalatthisstageofprogramevaluationistodescribethecharacteristicsofthestudentsservedandpreliminaryprogressoroutcomes.
IntermediateStageAttheIntermediatestage,mostprogramscollectandanalyzestudentpsychosocialdatatotrackprogressandoutcomes.Thesedataaretypicallyaggregatedtoassessoutcomesforallstudentsservedbytheprogram,butthedatacanalsobeexaminedforindividualstudentstomeasureprogressatagiventier.Psychosocialdata,whicharenotusuallyavailableinschoolrecords,areoftencollectedthroughpsychosocialassessmenttools.Atthisstage,manyprogramsalsoexaminestudents’educationaloutcomes(suchasgrades)toseewhetherthereisarelationshipbetweenstudents’psychosocialfunctioning,thementalhealthservicestheyreceive,andtheireducationaloutcomes.Attheintermediatestage,programsoftencollectanduseacademicandpsychosocialdatathataregatheredwhenservicesbeginandatoneormorefollow-uppoints.Manyprogramsatthisstagealsotrackprogramcostsandrevenues.Theymayalsobegintodeterminewhowillcontinuetogatherandanalyzeprogramcostandrevenuedataovertime.12Thegoalatthisstageofprogramevaluationistodocumentandtrackstudents’psychosocialandacademicprogressandoutcomes.AdvancedStageProgramsattheAdvancedstageofprogramevaluationcollectdatatodetermine:•Long-termstudentoutcomes.•Factorsthatcontributetosuccessfordifferentgroupsofstudents.•Andoutcomesforstudentswhoreceivementalhealthservicesversusforthosedon’treceiveservices.Atthisstageprogramsmayalsolinktheirfinancialcostdatatostudents’psychosocialandeducationaloutcomes,andthendrawconclusionsaboutestimatedcostsavingsandthepreventionofexpensivenegativeoutcomesforstudents.Thistypeofevaluationcanbeusedtoanswersuchquestionsas:howmuchmoneydoesyourprogramsaveforeverydollaritspends?Whichservicesworkbestforwhom?Attheadvancedstageofprogramevaluation,programstypicallyusemultipleacademicandpsychosocialdatasources.Theymayalsoemployacomparisongroupandcollectdataatmultiplepointsintime,suchasovermorethanoneschoolyear.Inaddition,theymayconnectprogramcostdatatostudentoutcomestodemonstratetheprogram’scost-effectivenessandreturnoninvestment.Thegoalsatthisstageofprogramevaluationareto:•Examinelong-termoutcomesofstudentswhoreceivementalhealthservicesandcomparetooutcomesforstudentswhodon’treceiveservices.•Determinewhichservicesaremosteffectiveforwhichstudents.•Anddemonstratetheprogram’sreturnoninvestment.Thesedatacanbeaverypowerfultoolasprogramsseektoadvocateforongoingorexpandedfunding.
TypesofProgramEvaluationTherearethreetypesofprogramevaluationtoconsider.Thefirsttypeisprocessevaluation.Thepurposeorgoalofaprocessevaluationistomeasuretheprogram’sfidelitytoitsoriginalplan,tolearnhowanoutcomewasachieved,ortodocumentimplementationprocessesandlessonslearned.Aprocessevaluationcananswerquestionssuchas:istheprogrambeingimplementedasplanned?Whatchangesarebeingmadetoadaptanevidence-basedprogramtoagivenschoolsetting?Processevaluationdataareimportantininterpretingimpactandoutcomedata.Thesecondtypeofprogramevaluationisanimpactevaluation.Thepurposeorgoalofanimpactevaluationistomeasuretheimmediateeffectoftheprogram,whichissometimesreferredtoasthe“proximal”orshort-termeffect,asanindicatorofwhetheryourprogramis13working.Animpactevaluationcouldseektounderstandtheimpactoftheprogramontheattitudesandskillsofstudents,familymembers,teachers,and/orclinicians.Thefinaltypeisoutcomeevaluation.Anoutcomeevaluationtypicallytestswhetherchangeshaveoccurredforprogramparticipants,suchasstudents,theircaregivers,orteachers.InComprehensiveSchoolMentalHealthPrograms,outcomeevaluationsoftenexplorewhetherstudents’academicorsocial/emotionalfunctioningimproveasaresultofreceivingmentalhealthservicesandsupports.EvaluatingStudentOutcomesAcriticalstepinevaluatingstudentoutcomesistoidentifywhichoutcomesaremostimportantforyourprogramtomeasure.Thisisoftenpartlydeterminedbythedatathatyourprogramhasaccessto.TypicalmeasurementdomainsinComprehensiveSchoolMentalHealthincludethefollowing:•Academicachievement•Academicengagement•Attendance•Anxiety•Bullying•Depression•Disruptivebehavior•Inattention/Hyperactivity•Schoolclimate•Schoolengagement•Schoolrefusal•Socialskills•Substanceuse•Traumaticstress
TypesofDataThatCanBeCollectedWhenthinkingaboutdatacollection,it’simportanttohaveagoodunderstandingofthedatayourprogrammayalreadyhaveaccesstoormayalreadybecollecting.Considernotonlythedatayoualreadyhave,butalsowhatotherdatayoumaybeabletoaccessormaywanttobegincollecting.Dataontheservicesyourprogramprovidesareessentialinformationtocollect.Thistypicallyincludesinformationaboutthetype,quantity,andfrequencyofservicesatprovidedatTiers1,2,and3.Itmayincludebillingdataandtrackingthenumberofstudentsserved.Youmayalsohaveaccesstoinformationonhowfrequentlyeachstudentisseen,theserviceseachstudentreceives(suchasindividual,group,orfamilytherapy),andwhoprovidestheservices.14Besurenottooverlookeducationaldatathatyourprogramcanaccess.Thismayincludedataongrades,attendance,suspensions,levelofrestrictionorplacement,andspecialeducationclassification.Mentalhealthandpsychosocialdatamayexistinstudentrecordsandcharts,orcanbeobtainedwithparentalpermission.Mentalhealthscreeningsandotherassessmenttoolsarecriticaltounderstandingstudentprogressandoutcomesrelatedtoemotionalandbehavioralfunctioning.Finally,besuretocollectqualitativefeedbackfromstudents,families,andschoolstaff.Thismayincludeanonymoustestimonialsandfocusgroupsfindings.Thesedatacanbeparticularlyusefulforunderstandingsatisfactionwiththeprogram’sservices.Theycanalsoresultinpowerfulendorsementstosharewithcurrentandpotentialfunders.SourcesofDataThedatayoucollectforyourprogramwillcomefromavarietyofsources.Theprimarysourcesofdatathatmostprogramsusecomefromprograminformantsandstakeholders,theschooldistrict,andyourschool’scommunitymentalhealthpartner.Datacollectedfromprograminformantsandstakeholdersoftencomesfromclinicians,parents,teachers,students,andmentors.Datacollectedfromtheschooldistricttypicallyincludegrades,standardizedtestscores,attendance,disciplinaryreferrals,andsuspensions.Datacollectedfromyourcommunitymentalhealthpartnerarelikelytocomefromservicelogs,billingtickets,diagnosticevaluations,andprogressnotes.DataCollectionToolsSchoolstypicallycollectdataonschooldiscipline,truancy,in-schoolsuspensions,andexpulsions.Butmanyschoolsdonotroutinelycollectdatatotrackcounselingormentalhealthservicesand/orreferralstocommunityagencies.AsschoolsdevelopComprehensiveSchoolMentalHealthPrograms,manydiscoverthattheyneedtocreateadatacollectiontoolthatistailoredtotheirprogram.Manyschoolsexpandtheirexistingdatacollectionsystemtocollectdataonschoolmentalhealthprogramsandservices.
POSITIVE SCHOOL CLIMATE
RESOURCES
EDSchoolClimateSurveysThe U.S. Department of Education (ED) is dedicated to helping keep students safe and improving their learning environments. In particular, ED developed the high-quality, adaptable ED School Climate Surveys (EDSCLS) and associated web-based platform. The EDSCLS allows States, local districts, and schools to collect and act on reliable, nationally-validated school climate data in real-time. The EDSCLS builds on federal initiatives and research, which recommended that the Department work on the issue of school climate. See https://safesupportivelearning.ed.gov/edscls EDSCLS Basics
• The EDSCLS web-based administration platform includes a suite of school climate surveys for middle and high school students, instructional staff, non-instructional staff, and parents/guardians.
• The EDSCLS can be downloaded and administered free of charge. • The platform processes data and provides user-friendly reports in real-time. • Education agencies administering the survey can store the data locally on their own data
systems. The U.S. Department of Education will not have access to the data.
EDSCLS Details
For more information on the EDSCLS, click on the links below or use the blue navigation box on the top right-hand column of this webpage.
• Measures: information on how the EDSCLS surveys are structured, by school climate domains and topic areas, and results from the EDSCLS pilot test
• Administration: materials needed to administer the EDSCLS and information on platform updates • Data Reports: information on the school climate scale scores and item level data produced by the
platform • Data Interpretation: an archived webinar that provides training on interpreting EDSCLS data and
related materials from NCSSLE's School Climate Improvement Resource Package • Benchmark Performance Levels: learn more about the benchmark scores available in the platform
for making comparisons.
Learn More About the EDSCLS Through the Following Blog Posts!
• Experiences from the Field- When You Administered Your School Climate Survey, Which Step Was Most Challenging?
• Lessons Learned from Experts- What Helps Schools and Districts Feel More Confident When It
Comes to School Climate Survey Data?
EDSCLS Assistance
Feel free to call the EDSCLS Help Desk at 866-730-6735 between 9:00 am to 5:00 pm Eastern Time or email [email protected](link sends e-mail) any time for assistance in:
• navigating the installation instructions in the User Guide, • using the survey administrator dashboard before, during, or after your survey administration, and • asking general survey administration support questions.
School Climate Improvement Action Guides https://safesupportivelearning.ed.gov/scirp/action-guides The School Climate Improvement Action Guides are designed to provide district leaders, school leaders, instructional staff, non-instructional staff, families, students, and community partners with action steps on how to support school climate improvements; tips on what it looks like when it is being done well and what pitfalls to avoid; and questions to ask to engage in the school climate improvement process. The School Climate Improvement Action Guides are one set of materials, among a diverse collection of tools within the School Climate Improvement Resource Package, commissioned by the Department of Education Office of Safe and Healthy Students.
Component Content 1. School Climate
Improvement Action Guide for District Leaders (PDF)
This document outlines key action steps that district leaders—superintendents, assistant superintendents, directors of student support services, or others—can take to contribute to improve school climate.
2. School Climate Improvement Action Guide for School Leaders (PDF)
This document outlines key action steps that school leaders—principals, assistant/vice principals, or building leaders—can take to contribute to improve school climate.
3. School Climate Improvement Action Guide for Instructional Staff (PDF)
This document outlines key action steps that instructional staff—including teachers, paraprofessionals, and classroom aides—can take to contribute to improve school climate.
4. School Climate Improvement Action Guide for Noninstructional Staff (PDF)
This document outlines key action steps that noninstructional staff—including office staff, guidance counselors, social workers, school psychologists, bus drivers, maintenance and facility staff, and food service staff—can take to contribute to improve school climate.
5. School Climate Improvement Action Guide for Working with Families (PDF)
This document outlines how family members, including guardians of students, can be engaged in the school climate improvements so that students are more successful.
6. School Climate Improvement Action Guide for Working with Students(PDF)
This document outlines how students can be engaged in the school climate improvements so they are more successful.
7. School Climate Improvement Action Guide for Community Partners (PDF)
This document outlines how community partners can support school climate improvements so they are more successful.
We greatly appreciate the opportunity to provide a consultation review of your system and look forward to continued collaboration with the Martha’s Vineyard Public Schools. We are very impressed with your commitment to improving school wellness and commend you for your willingness to evaluate the system and implement change. We are available for continued partnership and guidance, as needed, as you move forward with your school wellness efforts. __________________________________ Sharon A. Hoover, Ph.D. Associate Professor Division of Child and Adolescent Psychiatry University of Maryland School of Medicine 737 West Lombard Street, 400 Baltimore, MD 21201 Phone: 443-801-3254 [email protected] _____________________________________ Matthew Biel, M.D. Associate Professor Division of Child and Adolescent Psychiatry MedStar Georgetown University Hospital 2215 Wisconsin Avenue, NW, Suite 200 Georgetown, Washington D.C. 20007 Phone: (202) 944-5400 [email protected] _____________________________________ Jeff Q. Bostic, M.D., Ed.D. Professor Division of Child and Adolescent Psychiatry MedStar Georgetown University Hospital 2215 Wisconsin Avenue, NW, Suite 200 Georgetown, Washington D.C. 20007 Phone: (202) 944-5408 [email protected] _____________________________________ Nancy Lever, Ph.D. Associate Professor Division of Child and Adolescent Psychiatry University of Maryland School of Medicine 737 West Lombard Street Baltimore, MD 21201 Phone: 443-506-6326 [email protected]
