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Developing Meaningful Partnerships within your School Community

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Developing Meaningful Partnerships within your School Community Advancing Access to Quality Health Care for Youth PO Box 12191, Portland OR 97212 – PowerPoint PPT presentation

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Title: Developing Meaningful Partnerships within your School Community


1
Developing Meaningful Partnerships within your
School Community
Advancing Access to Quality Health Care for Youth
PO Box 12191, Portland OR 97212 www.osbhcn.org
503.813.6400
2
Find an Appointment!
1200
900
300
600
3
Find your 300 appointment
What does health have to do with learning and
learning have to do with health?
4
Building Bridges BetweenSBHCs and Schools
5
Why Partner?
SBHCs And Other Health Professionals Partnering
With Schools Our world and our nation have
changed so too have our schools. Today, more
than ever, school health programs could become
one of the most efficient means available to
improve the health of our children and their
educational achievement (Kolbe,2005 p.226)
Schools Partnering With SBHCs The best of
teaching cannot always compete successfully with
the challenges many students face outside of
school (Lee-Bayha Harrison, 2002 p.1
6
Kids bring their whole life to school with them
and it doesnt fit in a locker.
  • Every student faces life challenges that impact
    his or her ability to learn.
  • Supporting kids and addressing health issues such
    as hunger, stress, harassment, substance use and
    unintended pregnancy can greatly improve their
    ability to learn.

7
There is a research-based link between students
physical, social and emotional health and their
ability to learn
8
(No Transcript)
9
What We Know The health-academic outcomes
connection
SBHCs
Graduation GPA Standardized test scores
Health Risk Behaviors
Educational Outcomes
Substance use Mental health Poor diet
Intentional injuries Physical illness
Self-esteem Sexual behaviors
Attendance Dropout Rates Behavioral
Problems
Educational Behaviors
10
The Terri Story Puberty
Terri is an early bloomer. She has physically
developed ahead of her peers. Shes uncomfortable
with her appearance, especially because other
kids in her class have made snide comments.
Physical Health
Implications on Learning
Emotional Health
Social Health
11
School Health Programs and SBHCs
  • Grab a post-it
  • Individually, write down what comes to mind
  • when you hear the words
  • School Health Programs
  • AND
  • School-Based Health Centers

12
The Coordinated School Health Model
13
Coordinated School Health Web Activity
14
Find your 600 appointment
Discuss one A-HA from this mornings presentation
15
Policies as Partnership Possibilities
16
Oregon Educational Governance
Governor
Legislature
Quality Education Commission (11 appointed
members confirmed by the Senate)
State Board of Education (7 appointed members
confirmed by the Senate)
Superintendent of Public Instruction (elected)
School Districts
Superintendents
17
No Child Left Behind A Synopsis
Title I Improving the Academic Achievement of the Disadvantaged Programs include Student reading programs, Education of migratory children, Preventions and intervention for neglected, delinquent , or at-risk children, Comprehensive school reform, Advanced placement programs, School dropout prevention, Title I assessment and other general provisions.
Title IV 21st Century Schools These programs primarily deal with providing safe and drug-free schools and communities, learning centers and tobacco smoke prevention
Title VII Indian, Native Hawaiian, and Alaska Native Education Providing for Indian, Native Hawaiian and Alaska Native education
18
SBHC Contribution Immunizations, and health
records of migrant children served are required
to be supplied to the national database. As SBHCs
treat clients data could be provided to the
schools to input. Prevention intervention
services, information, screening, and treatment
of affected students could be performed at SBHC
sites. Drug and alcohol prevention education,
testing, screening, counseling and treatment
options might already being provided in
SBHCs Health-related services for students with
physiological needs can be supplied on site
NCLB Criteria Title I Part C Education of
Migratory Children Title I Part D Prevention
and Intervention Programs for Children and Youth
who are Neglected, Delinquent, or At-Risk Title
IV 21st Century Schools IDEA Criteria Least
Restrictive Environment
19
Local Wellness Policy RequirementsChild
Nutrition ReauthorizationPUBLIC LAW 108-265-JUNE
30, 2004
  • Goals for nutrition education, physical activity
    and other school-based activities designed to
    promote student wellness
  • Nutrition guidelines selected by the local
    educational agency
  • Guidelines for reimbursable school meals
  • A plan for measuring implementation of the local
    wellness policy
  • Community involvement
  • Oregon Link http//www.ode.state.or.us/search/re
    sults/?id270
  • http//www..fns.usda.gov/tn/Healthy/wellness_polic
    yrequirements.html

20
Other School Health Requirements
  • State Content Standards and Benchmarks (what a
    student should know and be able to do)
  • Law/Policies related to health and physical
    education
  • Assessments, Tests
  • Oregon Healthy Teens Survey/ YRBS

21
SBHC Certification Standards
  • Centers are certified biannually by the State
    SBHC Program Office within DHS
  • Certification is voluntary, however DHS only
    funds certified centers
  • Included in certification standards are
    guidelines for facilities, operations/staffing,
    laboratory and clinical services, data collection
    and reporting, quality assurance activities and
    administrative procedures for certification.

22
SBHC Funding
  • While the SBHC model of care is consistent,
    funding streams, medical sponsorship and
    management differ from site to site.
  • The funding is fragile and resources are scarce.
  • Sources of revenue for SBHCs under FQHCs (29
    centers)
  • Billing fees 34
  • County/city government 32
  • Federal funding 14
  • State funding 11
  • In-kind donations 4
  • School/ School District 2
  • Grants 2
  • Other 1
  • Fundraising 0
  • Sources of revenue for SBHCs NOT under FQHCs (19
    centers)
  • School/ School District 39
  • State funding 25
  • County/city government 9
  • Grants 8
  • Billing fees 7
  • Other 6
  • In-kind donations 3
  • Fundraising 3
  • Federal Funding 0

Data DHS/Office of Family Health/Adolescent
Health/SBHC 2008-2009
23
Find your 900 appointment
What are the benefits to having a SBHC in your
community? If you have one, what difference has
it made?
24
Cover Story
  • In teams, you will be developing a story
  • What will the media be saying about your SBHC
    efforts in 3-5 years from now?
  • Think out of the box
  • Be creative
  • Have fun!
  • Be prepared to share out

25
Lunch! 45 Minutes
26
  • Education stakeholders ask
  • Do school health programs detract from, or
    complement the academic and social mission of
    schools?
  • Advocates of school-related health programs ask
  • If our programs are unable to demonstrate their
    educational value, will they be able to sustain
    and expand their current place in the health care
    safety net?

27
Oregons Children
In Oregon, 13 of children are uninsured, and
47 of SBHC clients are uninsured. 62 of SBHC
clients reported that they would not have
received health care without their
SBHC School-based health centers are staffed by
licensed health professionals, and do not replace
the important work of school nurses.
28
Lake Research Partners Oregon Results
  • The majority of voters consider all tested
    services with the exception of prescribing
    medication important.
  • Health education around eating right and
    exercising, and counseling for kids with obesity
    and other eating problems, and mental health
    services, including grief therapy, peer pressure,
    bullying, and suicide prevention.
  • Support also based on the belief that SBHCs would
    provide care to uninsured and underinsured
    children who would otherwise not receive services
  • Support for mental health services is also high,
    with 80 percent of voters saying these are
    important services to provide
  • Voters look with roughly equal numbers for stable
    funding from the federal government, insurance
    companies, and paying more in federal taxes to
    pay for these centers.
  • Strongest messages Provide Care, Smart
    Investment, Studies, and Disaster Support

29
How can SBHCs aid in creating a continuum of care
for Oregons youth?
  • Provide a solution to access barriers such as
    transportation, distance, and clinic hours
    inconvenient to parents
  • Bring community resources to the student
  • Support students, teachers, parents,
    administrators, and other health professionals by
    keeping children healthy and in school
  • Aid in identifying health issues early in a safe
    environment

30
But remember the heart!
31
Resources
32
The Networks Website www.osbhcn.org Become a
member! NASBHCs Website www.nasbhc.org
33
Team Action Planning
34
Find your 1200 appointment
Share with your appointment what you would say
to advocate for your role if you had the
opportunity.
35
Closure and Evaluation
36
Contact Information
Jess Bogli, Jessica Bogli Consulting jess_at_jessicab
ogli.com, 503.784.2932 www.jessicabogli.com
Jennifer Melo, Oregon School-Based Health Care
Network Jennifer.melo_at_osbhcn.org,
503.813-6480 www.osbhcn.org
37
Selected References
Diette, G. B., Markson, L., Skinner, E. A.,
Nguyen, T. T., Algatt-Bergstrom, P., Wu, A. W.
(2000). Nocturnal Asthma in children affects
school attendance, school performance, and
parents' work attendance. Archives of Pediatrics
Adolescent Medicine, 154(9), 923-928. Federal
Interagency Forum on Child and Family Statistics.
(2007). America's Children Key National
Indicators of Well-Being 2007. In Federal
Interagency Forum on Child and Family Statistics
(Ed.). Washington, D.C. U.S. Government Printing
Office. Fowler, M. G., Davenport, M. G., Garg,
R. (1992). School Functioning of US Children With
Asthma. Pediatrics, 90(6), 939-944. Geierstanger,
S. P., Amaral, G., Mansour, M., Walters, S. R.
(2004). School-based Health Centers and Academic
Performance Research, Challenges, and
Recommendations. The Journal of School Health,
74(9), 347-353. Halterman, J. S., Montes, G.,
Aligne, A., Kaczorowski, J. M., Hightower, A. D.,
Szilagyi, P. G. (2001). School Readiness Among
Urban Children With Asthma. Ambulatory
Pediatrics, 1(4), 201-205. Kolbe, L. J. (2005). A
Framework for School Health Programs in the 21st
Century. The Journal of School Health, 75(6),
226. Lee-Bayha, J., Harrison, T. (2002). Using
school-community partnerships to bolster student
learning (Policy Brief). San Francisco
WestEd. National Center for Children in Poverty.
(2006). Children's Mental Health Facts for
Policymakers. New York Columbia University
Mailman School of Public Health. Richardson, J.
W. (2006a). Public K-12 Federal Educational
Policy Battlecreek The W.K. Kellogg
Foundation. Richardson, J. W. (2006b). SBHC
Policy Program Public K-12 Grantee State
Educational Policy Battlecreek The W. K.
Kellogg Foundation. Richardson, J. W. (2007).
Building Bridges Between School-Based Health
Clinics and Schools. Journal of School Health,
77(7), 337-343. U.S. Department of Education -
National Center for Education Statistics. (2006).
The Condition of Education 2006 (Vol. NCES
2006-071). Washington, D.C. U.S. Government
Printing Office.
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