shac manual - North Carolina Healthy Schools

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$Math Middle-School Energizers - NC Prevention Partners$

3NEEDS ASSESSMENTNEEDS ASSESSMENTNeeds assessment is a process of gathering, analyzing, andreporting information about the health needs of the children inyour schools and communities. It also involves identifying thecapacities or strengths that are currently available in yourcommunity to meet the children’s needs.Characteristics ofa successful needsassessment:1. Understand the currentsituation2. Begin with a visionof the future3. Focus the assessmentprocess on specificquestions that willgather essentialinformation4. Address issues thatstakeholders believeare important5. Choose the appropriateassessment tool6. Communicateinformation backto stakeholders3-1
WHY SHOULD A NEEDS ASSESSMENTBE CONDUCTED?As a School Health Advisory Council (SHAC) begins to think aboutthe action steps needed to create change, SHAC members oftenrealize that they do not have enough information to make adecision. Members may base their decisions on selected “stories”or anecdotes they have heard from other members and communityresidents outside the planning group. Sometimes these anecdotesgive inconsistent or inaccurate information. In addition, if decisionsare based on recommendations from strong interest groups theymay not be a priority for the school district. Results from a welldesignedneeds assessment that uses sound research methodscan be generalized to all residents in the community.A well-designed needs assessment allows SHAC members tofeel confident when they use the information as the basis fordecision-making.Needs assessments also raise awareness of the issue of schoolhealth and promote local interest in joining the SHAC to createchange. Foundations and organizations that may give resources tosupport your action plan, often base decisions on data from aformal needs assessment.Designing and conducting an assessment is a highly technicalprocess. Your School Health Advisory Council (SHAC) may have aresource person who can provide technical advice on designing astudy. This person should have graduate-level training andexperience in statistics and research design. If your SHAC doesnot have a member with these skills, consider hiring someone towork with the Council. While resources to pay a technicalconsultant are often limited, community members with theseskills may be persuaded to assist.Why should weconduct a needsassessment?1. To provide data fordecision-making2. To promote awarenessand action3. To satisfy a mandate4. To obtain funding andother resourcesTechnical assistance may also be available through local colleges,universities, and your state’s extension network. Local agenciesand organizations may provide resources to hire technicalconsultants and to cover the costs of data collection.3-2
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EffectiveSchool HealthAdvisory Coun
Page 3 and 4:
FOREWORDInfluencing students to lea
Page 5 and 6:
TABLE OF CONTENTSEFFECTIVE SCHOOL H
Page 7:
SETTINGTHE STAGESECTION ONE
Page 10 and 11:
and employees. An active School Hea
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SECTION 3 RECESS(a) Structured rece
Page 15 and 16: 1-8
Page 17 and 18: Health Challenges That Young People
Page 19: Coordinated Efforts in School Healt
Page 22 and 23: • Physical Education is Active CD
Page 24 and 25: appropriates $950,000 for 14 adoles
Page 26 and 27: Special Milk Program, After School
Page 28 and 29: North Carolina children to consume
Page 30 and 31: The Tobacco-Free Schools approach e
Page 32 and 33: • North Carolina Prevention Partn
Page 34 and 35: • Communities in SchoolsCommuniti
Page 36 and 37: DEVELOPING EFFECTIVESCHOOL HEALTHAD
Page 38 and 39: DEFINITIONA School Health Advisory
Page 40 and 41: for meetings, and performs other ta
Page 42 and 43: Parent and Community InvolvementA S
Page 44 and 45: SELECTING AND APPOINTING MEMBERSCRI
Page 46 and 47: ADDITIONAL POINTS FOR RECRUITMENTOF
Page 48 and 49: Colleges/Universities______________
Page 50 and 51: ORGANIZATIONAL STRUCTURE OF SCHOOLH
Page 52 and 53: BY-LAWSBy-Laws for a SHAC serve a n
Page 54 and 55: ESTABLISH GROUND RULES FOROPERATING
Page 56 and 57: RefreshmentsProvide light and healt
Page 58 and 59: MISSION STATEMENTA mission statemen
Page 60 and 61: 2-24
Page 62 and 63: 7. RESPOND ACTIVELY. Let people kno
Page 64 and 65: SOURCES OF CONFLICTVague vision and
Page 68 and 69: The Healthy Active Children Policy
Page 70 and 71: WHAT DOES THE COUNCIL DO AFTERA NEE
Page 72 and 73: statements, keep participants on tr
Page 74 and 75: WORKSHEETCOORDINATED SCHOOL HEALTH
Page 76 and 77: CIRCLE the appropriate response for
Page 78 and 79: CIRCLE the appropriate response for
Page 80 and 81: 4DEVELOPING AN ACTION PLANDEVELOPIN
Page 82 and 83: COMPONENTS OF AN ACTION PLANMost ac
Page 84 and 85: WORKSHEETEVALUATING PRIORITIESUse o
Page 86 and 87: SCHOOL HEALTH ADVISORY COUNCIL ACTI
Page 88 and 89: SCHOOL HEALTH ADVISORY COUNCIL ACTI
Page 90 and 91: INFORMATION SHEETWHAT CAN WE DO?SUG
Page 92 and 93: TAKING ACTIONAND MAINTAININGMOMENTU
Page 94 and 95: plan. When participants do not have
Page 96 and 97: 5-4
Page 98 and 99: • Is there a recent history of th
Page 100 and 101: 5-8
Page 102 and 103: EXPAND SCHOOL HEALTHIMPROVEMENT EFF
Page 104 and 105: 5-12
Page 106 and 107: FUNDINGSOURCES ANDGRANT WRITINGSECT
Page 108 and 109: WEB SITES:ADOLESCENT & SCHOOL HEALT
Page 110 and 111: 6. Use the project narrative to mor
Page 112 and 113: REFERENCESALLENSWORTH, D.D., SYMONS
Page 114 and 115: 8APPENDICESResources . . . . . . .
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SCHOOL HEALTH ADVISORY COUNCIL RESO
Page 118 and 119:
North Carolina Department of Public
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LEA or School Name: PERSON COMPLETI
Page 122 and 123:
School Health Advisory Council Acti
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