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Secure & Maintain Administrative Support and Commitment

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Secure & Maintain Administrative Support and Commitment

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While school and district administrators often lead efforts around adoption and implementation of the WSCC model, school staff and parents may also be in leadership roles that relate to student and staff health and wellness. In these cases, it is important to work toward gaining administrative buy-in and support. Some ideas for building administrative support: Share research with administrators about the relationship between learning and health; be able to articulate how creating a healthy school culture aligns with district and school priorities, and can support broader efforts around improvement planning or accreditation.

Ways to do this:

Adopt a common message in the district and school related to health and wellness.

Invite an administrator to join the district or school WSCC team.

When administrators are supportive, continue to strengthen those relationships.

Create opportunities to reach beyond the walls of the school.

Invite the superintendent to observe health and wellness in action in the district or school.

Resource: https://www.healthykidslearnmore.com/Healthy-Kids-Learn-More/Educator-Resources/WSCC/Process

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Establish a School Health Council or Team

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Establish a School Health Council or Team

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If your school has an active school improvement or school health team or a school health council, then you are close to being ready. The next step is to ensure that these teams understand the benefits for teaching and learning that come out of a connected, healthy, and supportive school environment. These benefits can be educational, physical, and financial. Taking the time to get yourself and your leadership teams organized could be the most important step you take. Getting the support and buy-in of the school leadership is key, but the next step is to make sure that the school staff is also aware of the rationale and approach

What You Can Do

· Convene a meeting with these teams.

· Outline the rationale behind the WSCC model.

o Whole School, Whole Community, Whole Child: A Collaborative Approach to Learning and Health (PDF)

· Provide evidence for alignment.

o Making the Case for Educating the Whole Child (PDF)

o Healthier Students Are Better Learners: A Missing Link in School Reforms to Close the Achievement Gap(PDF)

o Health and Academic Achievement (PDF)

·Develop an initial steering committee with school-based personnel from both current school improvement and school health teams. This is the first step in integrating these two groups and sectors.

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The WSCC model’s integrated system of supports, which may extend beyond one school department or division, requires passionate leadership, effective communication, and an understanding of the educational system and the social determinants of health. The School Health Coordinator provides direction and oversight, fostering collaboration among local education agency departments, students, families, and the community. The goal of employing a School Health Coordinator is to reduce the duplication of efforts, maximize resources, and ensure that evidence-based programs and interventions are provided to build and sustain a healthy school community.

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Plan:

1. Gather and Analyze Data to Determine District/School Priorities

2. Identify Existing Policies and Guidance that Relate to the WSCC Model

3. Prioritize Actions and Research Best Practices

4. Develop a Plan and Identify Opportunities for Integration into Broader District- or School Initiatives

5. Develop SMART Objectives

6. Identify sources of data that can be used to measure success.

7. Identify steps needed to achieve the objective.

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Multiple Strategies Through Multiple Components

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Multiple Strategies Through Multiple Components

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The Whole School, Whole Community, Whole Child (WSCC) model is CDC’s framework for addressing health in schools. The model focuses on the student and emphasizes the collaboration between schools, communities, public health, and health care sectors to align resources in support of the whole child. Although not all-inclusive, below are examples of evidence-based strategies and promising practices for using the WSCC framework to promote student health before, during and after school. Downloadable graphics are available below for use in presentations, on websites, and handouts.

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The Whole School, Whole Community, Whole Child (WSCC) model is CDC's framework for addressing health in schools. The model focuses on the student and emphasizes the collaboration between schools, communities, public health, and health care sectors to align resources in support of the whole child.

Although not all-inclusive, below are examples of evidence-based strategies and promising practices for using the WSCC framework to promote student health before, during and after school. Downloadable graphics are available below for use in presentations, on websites, and handouts.

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The Whole School, Whole Community, Whole Child (WSCC) model is CDC's framework for addressing health in schools. The model focuses on the student and emphasizes the collaboration between schools, communities, public health, and health care sectors to align resources in support of the whole child.

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Long-term Impact

Implementation of the WSCC model has resulted in:

Reduced absenteeism

Reduced discipline issues

Improved staff morale

Increased staff attendance and engagement

Increased immunization compliance

Increased family involvement

Better academic outcomes!

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The Whole School, Whole Community, Whole Child (WSCC) model provides a framework that supports greater alignment, integration, and collaboration between health and education, to ensure that each student is healthy, safe, engaged, supported, and challenged. Developed through a collaborative effort of the Centers for Disease Control and Prevention (CDC) and the Association for Supervision and Curriculum Development (ASCD), the WSCC model is an expansion of the Coordinated School Health (CSH) Model.

The WSCC model provides a cohesive and efficient way for schools to:

Align health and learning through a school-wide approach

Incorporate policy, process, and practice

Center programming around the needs of the child

Encourage community engagement and collaboration

The WSCC model is comprehensive, measurable, and can be integrated easily to enhance existing school programming. The model can help to move a school from an uncoordinated system to a coordinated system in which efforts are streamlined instead of duplicated.

Long-term Impact

Implementation of the WSCC model has resulted in:

Reduced absenteeism

Reduced discipline issues

Improved staff morale

Increased staff attendance and engagement

Increased immunization compliance

Increased family involvement

Better academic outcomes!

Children's Wisconsin and WSCC

Children's Wisconsin began its work with Coordinated School Health in 2011 in three partner neighborhoods. The work was initially led by school nurses with the support of health educators, community health navigators, and the leadership team within Children's. When CSH expanded and changed to WSCC, Children's made some slight changes to the previous implementation strategy to better align with the more comprehensive WSCC model. Children's continues to work with schools and communities to coordinate efforts aimed at improving children's health throughout Wisconsin.

Goal of WSCC according to CDC/ASCD

Schools, health agencies, parents, and communities share a common goal of supporting the health and academic achievement of students. Substantial research shows that the health of students is linked to their academic achievement. Through collaborative use of the model, we can work to ensure that every student in every community is healthy, safe, engaged, supported, and challenged. For more information, view the ASCD/CDC WSCC Video.
If you have any questions about the WSCC model and how it is used to inform programming at Children's Wisconsin, please contact healthykids@chw.org.

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The Whole School, Whole Community, Whole Child (WSCC) model provides a framework that supports greater alignment, integration, and collaboration between health and education, to ensure that each student is healthy, safe, engaged, supported, and challenged.

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Address Priority Health-Enhancing and Health-Risk Behaviors

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Address Priority Health-Enhancing and Health-Risk Behaviors

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Schools play a critical role in supporting children and adolescents in eating healthy and getting regular physical activity. Schools can provide learning opportunities to reinforce these healthy behaviors by implementing wellness policies and practices and using an effective health education curriculum.

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The Whole School, Whole Community, Whole Child Model | Adolescent and School Health | CDC

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The Whole School, Whole Community, Whole Child (WSCC) model is an expansion and update of the Coordinated School Health (CSH) approach. The WSCC incorporates the components of CSH and the tenets of the ASCD's* whole child approach to strengthen a unified and collaborative approach to learning and health.

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Professional development (PD) is a consciously designed, systematic process that strengthens how staff obtain, retain, and apply knowledge, skills, and attitudes. Professional Development is an excellent way to teach specific learning objectives to a targeted group. Choosing the correct type of PD event is important to understand the level of knowledge and skill that may be acquired. Providers of PD events need consistent definitions to provide and promote the appropriate type of PD event. It is critical to understand that trainings and workshops do not mean the same thing—one can produce long-term benefits, while the other may simply increase awareness.

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Professional development (PD) is a consciously designed, systematic process that strengthens how staff obtain, retain, and apply knowledge, skills, and attitudes.

The tools and resources on this site can be used by those who provide PD services for staff in state departments of education, state departments of health, school districts, school communities, and national organizations.

Professional Development is an excellent way to teach specific learning objectives to a targeted group. Choosing the correct type of PD event is important to understand the level of knowledge and skill that may be acquired. Providers of PD events need consistent definitions to provide and promote the appropriate type of PD event. It is critical to understand that trainings and workshops do not mean the same thing-one can produce long-term benefits, while the other may simply increase awareness.

There are six CDC PD practices -Sustain, Design, Promote, Deliver, Follow-Up, and Evaluate. When developing and delivering PD events, integrate all six of these practices. PD is consciously designed to actively engage learners and includes the planning, design, promotion, delivery, follow-up, and evaluation-such as, events, information sessions, and technical assistance.

Training. An instructional experience provided primarily by employers for employees, designed to develop new skills and knowledge that are expected to be applied immediately upon arrival or return to the job.

Workshop. An educational program for a small group of people that focuses on techniques and skills in a particular field that has long-term benefits.

Trainings and workshops are 3 or more hours long and have highly effective transfer skills.

Technical Assistance. A tailored guidance to meet the specific needs of a site or sites through collaborative communication between a specialist and the sites. Technical assistance takes into account site-specific circumstances and culture and can be provided through phone, mail, e-mail, Internet, or in-person meetings.

Presentations. A speech or visual display tailored to specific audiences such as school administrators, faculty, education and health professionals, adolescents, parents, college students, legislators, or community groups.

Information Session. A presentation or other instructional activity delivered in a short period of time that focuses on a specific topic.

Information and presentations are delivered in a short period of time (30 minutes and no more than 3 hours) and focus on a specific program topic.

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centers for disease control and prevention

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guide to promoting professional development

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understanding the training of trainers model

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The ultimate goal of professional development is the effective implementation of skills and strategies that help your organization achieve its purpose. The tools and resources on this site can be used by those who provide PD services for staff in state departments of education, state departments of health, school districts, school communities, and national organizations.