Effective
School Health
Advisory Councils
MOVING FROM POLICY TO ACTION
PUBLIC SCHOOLS OF NORTH CAROLINA
State Board of Education | Department of Public Instruction
DEPARTMENT OF HEALTH AND HUMAN SERVICES
Effective
School Health
Advisory Councils
MOVING FROM POLICY TO ACTION
PUBLIC SCHOOLS OF NORTH CAROLINA
State Board of Education | Department of Public Instruction
DEPARTMENT OF HEALTH AND HUMAN SERVICES
October 2003
FOREWARD
Influencing students to lead healthy and productive lives is likely to
be most effective when schools, the community, and parents work
together. Each has unique resources, each can access students in
ways the others can’t, and each has different means of influencing
the behaviors of young people. But the coordination of these
efforts requires planning.
Local school health advisory councils are one means of
planning consistent and focused action. Councils, composed
of representatives from home, school, and community, can
objectively assess the needs of young people and identify the
necessary resources. Councils can also serve as a communication
link among the three groups to help prevent misunderstanding
and clarify roles and responsibilities.
Local school health advisory councils can be arranged in a variety
of ways in order to mesh with the structures of various schools
and communities. Councils can be assigned to deal with either a
narrow or broad range of health-related issues. Regardless of the
structure, they should be given clear tasks and responsibilities,
and their suggestions should be seriously considered. This
manual outlines a number of approaches to council organization,
function and operation.
The health of young people is directly tied to academic
achievement and their potential for school success and overall
quality of life. The schools alone cannot solve or prevent health-related
problems. However, the schools’ ability to have a positive
impact on students’ health behavior and academic gains
is enhanced with the help of parents and community.
State Superintendent of Public Instruction
Chairman, State Board of Education
ACKNOWLEDGMENTS
Special appreciation is expressed to each of the following individuals
and groups who made significant contributions to this manual.
DONNA BREITENSTEIN, Ph.D, Director, North Carolina Comprehensive
School Health Training Center, who devoted time, research and conducted
training across North Carolina in efforts to assist Local Education Agencies
in developing and maintaining School Health Advisory Councils and ensure
success of this project.
KATHLEEN M. WEBSTER, M.Ed., North Carolina School Health Training
Center, who served as lead consultant for the development of the manual
as well as trainings across North Carolina, utilizing national resources and
incorporating state policy and programs to create a unique North Carolina
version for local districts.
DOROTHEA BROCK, MPH, Coordinated School Health Education Consultant,
Healthy Schools Initiative, Curriculum and School Reform, North Carolina
Department of Public Instruction, who was a facilitator in establishing the
direction and contract for this project, and made contributions in the
development of this manual.
PAULA HUDSON COLLINS, MHDL, RHEd, Senior Advisor for Healthy
Schools, Healthy Schools Initiative, Curriculum and School Reform, North
Carolina Department of Public Instruction, who provided expert guidance and
direction, and made technical contributions in the development of this manual
and the training design and implementation.
MICHAEL SANDERSON, MPH, Senior Advisor for Healthy Schools, North
Carolina Health and Human Services, Division of Public Health, who provided
expert guidance and direction, and made technical contributions in the
development of this manual.
IOWA DEPARTMENT OF HEALTH AND HUMAN SERVICES AND
IOWA CANCER SOCIETY for use of Promoting Healthy Youth, Schools
and Communities.
AMERICAN CANCER SOCIETY’S A GUIDE TO SCHOOL
HEALTH COUNCILS.
THE CENTERS FOR DISEASE CONTROL AND PREVENTION (CDC),
DIVISION OF ADOLESCENT AND SCHOOL HEALTH (DASH), Atlanta,
Georgia, whose support made it possible to develop the manual and provide
SHAC training services to North Carolina Local Education Agencies.
THE COMMUNICATIONS SERVICES, North Carolina Department of
Public Instruction, provided valuable assistance with processing, editing,
and printing the final publication.
5
TABLE OF CONTENTS
EFFECTIVE SCHOOL HEALTH ADVISORY COUNCILS:
MOVING FROM POLICY TO ACTION
FOREWARD
ACKNOWLEDGMENTS
SECTION I. SETTING THE STAGE
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-1
Healthy Active Children Policy. . . . . . . . . . . . . . . . . . . . . . 1-5
Coordinated School Health Programs . . . . . . . . . . . . . . . . 1-7
Healthy Youth: An Investment in Our
Nation’s Future (2003) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-9
North Carolina Programs that Support
Coordinated School Health Programs . . . . . . . . . . . . . . . . 1-13
SECTION II. DEVELOPING EFFECTIVE SCHOOL
HEALTH ADVISORY COUNCILS
Functions of a School Health Advisory Council . . . . . . . . . 2-5
Selecting and Appointing Members . . . . . . . . . . . . . . . . . 2-8
Organizational Structure of School
Health Advisory Councils . . . . . . . . . . . . . . . . . . . . . . . . . 2-14
Developing a Vision and Mission Statement . . . . . . . . . . . 2-21
Creating a Process for Resolving Conflicts . . . . . . . . . . . . 2-27
SECTION III. NEEDS ASSESSMENT
Why Conduct a Needs Assessment?. . . . . . . . . . . . . . . . . 3-2
Steps for Conducting a Needs Assessment. . . . . . . . . . . . 3-4
Methods for Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . 3-6
Coordinated School Health
Program Assessment (Tool) . . . . . . . . . . . . . . . . . . . . . . . . 3-9
SECTION IV. DEVELOPING AN ACTION PLAN
Components of an Action Plan . . . . . . . . . . . . . . . . . . . . . 4-3
Sample Action Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-7
Action Plan Template I. . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-9
SECTION V. TAKING ACTION AND
MAINTAINING MOMENTUM
Evaluating Your School Health Advisory Council . . . . . . . . 5-5
SECTION VI. FUNDING SOURCES AND GRANT WRITING
SECTION VII. REFERENCES
SECTION VIII. APPENDICES
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-3
SCHOOL CONTACT LIST:
Department of Public Instruction . . . . . . . . . . . . . . . . . . 8-5
Department of Health and Human Services/
Division of Public Health . . . . . . . . . . . . . . . . . . . . . . . . 8-7
Action Plan Templates (I, II, and III) . . . . . . . . . . . . . . . . . . 8-9
CONTENTS OF THE CD-ROM
The entire contents of the Manual are included on the CD-ROM
ADDITIONAL INFORMATION INCLUDES:
School Health: Elements of Excellence
School Health Index Brochure
Chronic Disease Notes and Reports: School Health
Linking Health and Academics in North Carolina Powerpoint
2001 NC Youth Risk Behavior Survey Power Point
Healthy Active Children Policy
Promoting Healthy Youth, Schools and Communities:
A Guide to School-Community Advisory Councils (Iowa)
6
SETTING
THE STAGE
SECTION ONE
INTRODUCTION
North Carolina’s young people are at risk, and the seriousness of
the health risks endanger young people and their ability to achieve
future goals. “For the first time in the history of this country young
people are less healthy and less prepared to take their places in
society than were their parents.” That conclusion of the National
Commission on the Role of the School and the Commission in
Improving Adolescent Health is a wake up call. Concern about
the health and educational achievement of young people and the
recognition that education and health are inextricably intertwined
have resulted in considerable interest in and attention to the quality
of health programs in our schools and communities.
In the past, school health focused on educational programs about
human biology and hygiene. Today’s health problems require more
comprehensive programs that focus on knowledge, development
of skills, health interventions, health services for youth, and referral
and involvement of many community experts and outside
resources. Many of these resources are available in schools and
communities, yet the organization and infrastructure are often
not in place to coordinate delivery in an efficient way. Health
organizations, agencies and the school district need a mechanism
to develop programs that are coordinated in order to be efficient
and effective.
The promotion and protection of the health of students has been a
consistent purpose of public schools in the United States. In North
Carolina, concern for the health of students has led to a variety of
actions by the General Assembly to emphasize the importance
of health in early life. Acting primarily through the State Board
1-1
Today, the health
of young people -
and the adults they
will become is
critically linked to
the health related
behaviors they
choose to adopt.
Health and
academic success
are inextricably
intertwined.
1 SETTING THE STAGE
of Education, the Department of Public Instruction, and the
Department of Health and Human Services, the General Assembly
has asked schools and community agencies to develop and
manage programs directed toward the health of students.
In 1997, North Carolina Department of Public Instruction was
awarded a grant to strengthen linkages between the Department
of Public Instruction, the State Department of Education and the
Department of Health and Human Services, Division of Public
Health. This program is called North Carolina Healthy Schools. The
overall goal of the program is to develop infrastructure at the state
and local levels that will coordinate health programs to improve the
health and academic success of children. In order to achieve this
goal, schools are developing coordinated school health programs,
a model which includes health education, health services, healthy
school environment, counseling, psychological and social services,
physical education, nutrition services, staff wellness, and family
and community involvement. Many of these programs and services
exist in schools and communities, yet the system of delivery is
often fragmented and uncoordinated.
A coordinated approach to school health improves the health of
young people and enhances their capacity to learn through the
support of families, schools, and communities working together.
At its core, Coordinated School Health is about keeping students
healthy over time, reinforcing positive health behaviors throughout
the school day, and making it clear that good health and learning
go hand in hand.
Recent research findings from across the U.S. strongly indicate
that collaborative efforts among family, community and the schools
are the most effective approaches for both prevention and
intervention. Given the complexity of health behaviors, it is
understandable that schools need to work with families and
community resources to help young people.
One effective way to promote this partnership is to start a School
Health Advisory Council (SHAC). The SHAC is made up of a
broad cross-section of parents, business and community leaders,
and school personnel. A SHAC facilitates communication and
problem solving about health-related issues of children and youth.
School Health Advisory Councils can assist schools in carrying out
responsibilities for promoting and protecting the health of students
1-2
and employees. An active School Health Advisory Council can be
an excellent mechanism for parent and community involvement in
the schools. The School Health Advisory Council can provide a
way for the schools to utilize valuable professional resources in
their programs.
North Carolina has a history of being a leader in the utilization
of School Health Advisory Councils for improved school health
programs. In 1977 House Bill 540 was passed to provide
competitive funding to school districts for the hiring of a trained
and certified school health coordinator and the establishment of
a district wide school health advisory council. By the mid 1980’s,
more than 50 of 117 local education agencies had school health
coordinators and functioning SHACs. Many of those councils are
still functioning today, others have lost momentum and need to
be revitalized, and some are no longer in existence. The history
of developing, the lessons learned, and the outcome of Council
work is still evident in North Carolina today.
In January of 2003, The North Carolina State Board of Education
passed a policy that provides new impetus for school districts
across the state to establish School Health Advisory Councils.
The Healthy Active Children Policy HSP-S-000 requires all school
districts to “establish and maintain School Health Advisory
Councils to represent the eight components of a Coordinated
School Health Program.”
This manual, Effective School Health Advisory Councils: Moving
from Policy to Action, was prepared for use by school district
personnel. It has been designed for individuals seeking
information on the development and operation of a School
Health Advisory Council. The information has been organized in
an easy-to-use style with the intent of serving as a how-to manual.
This guide will assist school districts in developing new School
Health Advisory Councils (SHACs) or revitalizing or strengthening
existing SHACs and maintaining them as effective entities that
support and guide school health practices, programs and policies.
In addition to this manual, training opportunities and technical
assistance are available through NC Healthy Schools and the
Healthful Living Section of the North Carolina Department of
Public Instruction and the NC Comprehensive School Health
Training Center.
1-3
1-4
HSP-S-000
1-5
HEALTHY ACTIVE CHILDREN POLICY
Local school systems were given a charge to implement the Healthy Active Children Policy
through board action in January of 2003. The policy is included below.
NORTH CAROLINA STATE BOARD OF EDUCATION
POLICY MANUAL
PRIORITY: High Student Performance
CATEGORY: Student Health Issues
POLICY ID NUMBER: HSP-S-000
POLICY TITLE: Policy regarding physical education in the public schools
CURRENT POLICY DATE: 01/09/2003
HEALTHY ACTIVE CHILDREN:
SECTION 1 LOCAL SCHOOL HEALTH ADVISORY COUNCIL
(a) Each school district shall establish and maintain a local School Health Advisory Council to help
plan, implement, and monitor this policy.
(b) The local School Health Advisory Council shall be composed of community and school
representatives from the eight areas of a coordinated school health program mentioned in Section
4 (a), representatives from the local health department and school administration.
SECTION 2 PHYSICAL EDUCATION AND PHYSICAL ACTIVITY
(a) To address issues such as overweight, obesity, cardiovascular disease, and Type II diabetes, each
school district shall require students enrolled in pre-kindergarten, kindergarten, and grade level
below high school to participate in physical activity as part of the district’s physical education
curriculum. Elementary schools should consider the benefits of having 150 minutes per week and
middle schools should consider having 225 minutes per week of physical activity including a
minimum of every other day of physical education throughout the 180-day school year.
(b) The physical education course shall be the environment in which students learn, practice and are
assessed on developmentally appropriate motor skills, social skills, and knowledge as defined in
the North Carolina Healthful Living Standard Course of Study and should be the same class size
as other regular classes.
1-6
SECTION 3 RECESS
(a) Structured recess and other physical activity shall not be taken away as a form of punishment.
(b) Appropriate amounts of recess and physical activity shall be provided for students.
(c) The physical activity required by this section must involve physical exertion of at least a moderate
intensity level and for a duration sufficient to provide a significant health benefit to students.
SECTION 4 COORDINATED SCHOOL HEALTH PROGRAMS (CSHP)
(a) The State Board of Education shall make available to each school district a coordinated school
health model designed to address health issues of children. The program must provide for
coordinating the following eight components:
(1) safe environment;
(2) physical education;
(3) health education;
(4) staff wellness;
(5) health services;
(6) mental and social health;
(7) nutrition services; and
(8) parental/family involvement.
(b) The North Carolina Department of Public Instruction shall notify each school district of the
availability of professional development opportunities and provide technical assistance in
implementing coordinated school health programs at the local level.
SECTION 5 THIS POLICY SHALL BE FULLY IMPLEMENTED BY THE 2006–2007
SCHOOL YEAR.
(a) Each local school district shall develop an action plan prepared in collaboration with the local
School Health Advisory Council to assist in the implementation of the policy. This action plan
shall identify steps that need to be taken each year to fully implement the policy by the
2006–2007 school year and shall include a review and appropriate modification of existing
physical education and health curricula.
(b) Action plans shall be submitted to the North Carolina Department of Public Instruction by July
15, 2004.
(c) Progress reports shall be submitted to the North Carolina Department of Public Instruction by
July 15, 2005 and 2006.
(d) Beginning July 15, 2007, each local school district in collaboration with the local School Health
Advisory Council shall prepare a report annually which will include the minutes
of physical education and physical activity received by
students in each school within the district.
(e) The report shall be completed by July 15th each year and remain on file for a period of 12
months to be provided upon request of the North Carolina Department of Public Instruction.
COORDINATED SCHOOL HEALTH PROGRAMS
A coordinated school health program is designed to help young people grow into healthy and
productive adults by focusing on their physical, emotional, social and educational development,
kindergarten through twelfth grade. An effective school health program is a working partnership
between the schools and the community which includes the parents. Primarily, it recognizes
that health and academic success go hand and hand.
The Centers for Disease Control and Prevention created a model for coordinated school
health that includes eight key components:
1. HEALTH EDUCATION. Classroom instruction that addresses the physical, emotional, mental,
and social aspects of health—designed to help students improve their health, prevent illness,
and reduce risky behaviors.
2. PHYSICAL EDUCATION. Planned sequential, K-12 curriculum that promotes lifelong physical
activity, develops basic movement skills and sports skills. Physical education shall be the
environment in which students learn, practice, and are assessed on developmentally
appropriate motor skills, social skills, and knowledge.
3. HEALTH SERVICES. Preventive services, education, emergency care, referrals, and
management of acute and chronic health problems—designed to prevent health problems
and injuries and ensure care for students. Can include school nursing as well as dental
services and school based/school linked health centers.
4. NUTRITION SERVICES. Integration of nutritious, affordable and appealing meals; nutrition
education, and an environment that promotes healthy eating.
5. HEALTHY SCHOOL ENVIRONMENT. A safe, healthy, and supportive climate for learning.
Can include indoor air quality, tobacco, substance use, and violence prevention, as well as
safety issues.
6. SCHOOL COUNSELING, PSYCHOLOGICAL AND SOCIAL SERVICES. Services that include
individual and group assessments, interventions, and referrals—designed to prevent problems
early and enhance healthy development.
7. STAFF WELLNESS. Includes assessment, education, and fitness activities for school faculty
and staff designed to maintain and improve health and well-being of staff, who serve as role
models for students.
8. FAMILY AND COMMUNITY INVOLVEMENT IN SCHOOLS. Partnerships among schools,
families, and community groups. Includes school health advisory councils and coalitions to
build support for and advise about coordinated school health programs.
1-7
1-8
1
Healthy Youth:
An Investment in Our Nation’s Future
2003
“Children are our most valuable resource, and schools represent an
opportunity to provide our children with valuable health skills.”
U.S. Senate Appropriations Committee Senate Report 107-84,
to accompany Labor, Health and Human Services, and Education (LHHS) Appropriations Bill
Fiscal Year 2002
DEPARTMENT OF HEALTH AND HUMAN SERVICES
Centers for Disease Control and Prevention
SAFER • HEALTHIER • PEOPLE™
AT A GLANCE
Revised March 2003
2
School Health Education: Proven Effective
Health Challenges That Young People Face
Every school day, more than 53 million young people
and more than 4.4 million teachers attend 129,000
schools across our nation.
Because of the size and
accessibility of this population,
school health programs are one
of the most efficient means of
shaping our nation’s future
health, education, and social
well-being.
School health programs can be
an effective means of
improving educational
achievement. Young people
who are hungry, ill, depressed,
or injured are less likely to
learn.
Rigorous studies in the 1990s
showed that health education
in schools can effectively
reduce the prevalence of
health risk behaviors among young people. For
example,
• A health education program reduced by 37% the
proportion of seventh-grade students who started
smoking.
The health of young people, and the adults they will
become, is critically linked to the health-related
behaviors they choose to adopt today.
Certain behaviors that are often established during
youth can cause serious health problems for young
people, both now and in the future. Over time, these
behaviors can lead to heart disease, cancer, and
injuries—the leading causes of death in America. Such
behaviors include
• Using tobacco.
• Eating an unhealthy diet.
• Not being physically active.
• Using alcohol and other drugs.
• Engaging in sexual behaviors that can cause HIV
infection, other sexually transmitted diseases, and
unintended pregnancies.
• The prevalence of obesity decreased among girls in
grades 6–8 who participated in a school-based
intervention program.
• Students enrolled in the
school-based Life Skills Training
program were less likely than
other students to use tobacco,
alcohol, and marijuana.
In 1998, Congress noted the
opportunity our nation’s schools
offer when it urged CDC to
expand its support of
coordinated health education
programs in schools. Gallup
polls have shown strong parent,
teacher, and public support for
school health education.
Enthusiasm for addressing
health among young people has
grown in the private sector as
well. National health and education organizations,
including the American Medical Association, the
American Cancer Society, and the National
Association of State Boards of Education, actively
endorse a coordinated approach to health education
in the school setting.
• Every day, about 2,200 young people take up
daily smoking.
• In 2001, only 32% of high school students
participated in daily physical education classes,
compared with 42% of students
in 1991.
• Almost 80% of young people do not eat the
recommended five servings of fruits and
vegetables each day.
• Every year, more than 870,000 adolescents
become pregnant and about 3 million become
infected with a sexually transmitted disease.
• Engaging in behaviors that can result in violence or
unintentional injuries, such as injuries from motor
vehicle crashes.
The Eight Components of a
Coordinated School Health Program
Counseling,
Psychological
& Social
Services
Health
Education
Health
Promotion
for Staff
Healthy School
Environment
Health
Services
Nutrition
Services
Family/
Community
Involvement
Physical
Education
3
In 1987, CDC began providing funds and technical
assistance for state, county, and large-city education
agencies to help schools conduct effective HIV
prevention education. HIV prevention education
proved effective, and Congress soon realized that this
approach might be successful in preventing other
diseases, such as heart disease, stroke, cancer, and
diabetes. “The time to prevent health-damaging
behavior patterns is before they are established.
Comprehensive school health education in schools
takes advantage of that,” the U.S. House
Appropriations Committee reported. Thus, CDC
began a new initiative in 1992 to support coordinated
school health programs that promote healthy
behaviors, such as eating a healthy diet, being
physically active, and avoiding tobacco use. The goal
is to reduce young people’s risk for developing chronic
disease later in life. With fiscal year 2003 funds of
about $10 million, CDC supports coordinated school
health programs across the country (see map below).
CDC also receives about $47 million to support HIV
prevention education in 47 states, 7 territories, and 18
metropolitan areas.
CDC’s Leadership and Collaborations
National Framework
CDC has established a national framework to support
coordinated school health programs. More than 40
national nongovernmental education and health
organizations work with CDC to develop model
policies, guidelines, and training to help states
establish high-quality school health programs.
State-Based Programs
Through the established national framework and in
collaboration with health and education partners, CDC
helps funded states provide young people with the
information and skills they need to choose healthy
behaviors. To ensure that these healthy behaviors are
systematically addressed, CDC and its partners
promote coordinated school health programs that have
eight components (see graphic, page 2). In addition to
receiving instruction, students practice decision-making,
communication, and peer relations skills to
enable them to make informed choices and establish
healthy lifestyles.
CDC Funding for Coordinated School Health Programs, Fiscal Year 2003
*Currently no states are funded at this level.
CT
DE
MD
NH
NJ
MA
RI
VT
Basic implementation
funding*
No funding Capacity-building,
category B
(funded for 2003–2008)
Capacity-building,
category A
(funded for 2003)
4
State Success Stories
Florida. Many of Florida’s 2.7 million youth have
unhealthy habits, such as smoking, eating an unhealthy
diet, and being sedentary. At McIntosh Middle School
in Sarasota, health problems were undermining
attendance and performance of the students and staff.
The principal committed McIntosh to join the state’s
CDC-funded network of coordinated school health
programs. As a result, school attendance has improved,
more students have scored at least 3.0 on a state-mandated
writing assessment, and most students are
now members of the Renaissance Program, which
means they have a grade point average of at least 3.0
and no disciplinary referrals. Standard-curriculum math
scores have increased, and students are less likely to
encounter safety threats at school.
Michigan. With CDC support, Michigan has developed
model HIV/AIDS curricula for students in elementary,
middle, and junior high schools. Before selecting a
curriculum, schools assess students’ needs, community
preferences, the law, the latest research, and known
prevention strategies. School districts often survey
parents so that their input can be considered. To support
these efforts, Michigan has built a network of school
health coordinators, educators, juvenile justice staff, and
agencies that serve youth. Recent trends indicate these
efforts are working. The percentage of students in grades
9–12 who said they had had sexual intercourse declined
from 49% in 1997 to 40% in 2001.
Because states are empowered to apply the funds in a
variety of ways, they are able to address their high-priority,
local health risks. For example,
• West Virginia improved school nutrition for students
and staff by adopting one of the strongest standards
for school nutrition in the nation. These standards
were backed up by a 1-week nutrition symposium for
all staff who had a role in student nutrition.
• Maine addressed high tobacco addiction rates by
using a proven successful curriculum, the Life Skills
Training program.
Coordinated Efforts in School Health
• Wisconsin increased physical activity among
students by offering teachers an annual Best
Practices in Physical Activity and Health
Education Symposium.
Surveillance Plays a Key Role
Since 1991, the Youth Risk Behavior Surveillance
System has provided data that are vital to improving
the health of young people. Developed by CDC and
partners, this voluntary system included a national
survey of more than 13,000 high school students in
2001. Smaller surveys were conducted by state and local
education and health agencies.
Research Benefits Schools
National efforts for coordinated school health programs
have been hampered by a lack of information on school
health policies and programs. To address this need, CDC
has conducted the School Health Policies and Programs
Study, which provides valuable answers to questions
about school health programs at the state, district,
school, and classroom levels. For example, the 2000
study showed that most states require schools to teach
health education, and more than half of schools have at
least one nurse for every 750 students, as is
recommended. The study also revealed that more than
half of the nation’s schools still do not have policies
ensuring tobacco-free environments. Such findings
pinpoint successes in school health and areas where
improvements are needed.
Future Directions
Because every child needs sound preparation for a
healthy future, school health programs should be in all
schools in every state. This will help the nation reach
its Healthy People 2010 goals for youth. In support of the
Department of Health and Human Services initiative,
Steps to a HealthierUS, CDC is committed to supporting
coordinated school health programs to reduce health
risk behaviors and promote good health among youth.
For more information or additional copies of this document, please contact the
Centers for Disease Control and Prevention,
National Center for Chronic Disease Prevention and Health Promotion, Mail Stop K–29,
4770 Buford Highway NE, Atlanta, GA 30341-3717; (888) 231-6405.
HealthyYouth@cdc.gov www.cdc.gov/healthyyouth
NORTH CAROLINA PROGRAMS, POLICIES
AND INITIATIVES THAT SUPPORT
COORDINATED SCHOOL HEALTH PROGRAMS
The following list describes some major programs in North Carolina
related to the eight components of Coordinated School Health
Program. It is recommended that Council members become familiar
with specific programs depending on the priority areas earmarked in
the needs assessment and action plan.
Most of the resources listed are available by downloading from
links on the state web site www.nchealthyschools.org.
This information is provided with the knowledge that programs
and policies are constantly changing. As SHACs use this manual, they
can expect some information and web site links to become dated.
The goal is to provide linkages and contacts with state initiatives
in order that SHACs have access to the latest research and program
development on a wide range of current health issues.
COMPONENTS OF A COORDINATED
SCHOOL HEALTH PROGRAM
1. COMPREHENSIVE SCHOOL HEALTH EDUCATION
• Healthful Living Curriculum, Standard Course of
Study and Grade Level Competencies, K-12
Today, health status is determined more by one’s own
behaviors than by advances in medical technology, availability
of health services, or other factors; and research
demonstrates education in schools can make a difference in
the health-related behaviors of students. The Healthful Living
Education program promotes behaviors that contribute to a
healthful lifestyle and improved quality of life for all students.
The Healthful Living Education curriculum, when fully
integrated, supports and reinforces the goals and objectives
of its two major components: health and physical education.
When the concepts of these two areas are integrated, learning
is enhanced to its maximum. For more information go to
www.ncpublicschools.org/curriculum or www.learnNC.org.
1-13
• Successfully Teaching Middle School Health Manual
The new and improved Manual is packed with exciting
teaching ideas and student activities. The Manual contains
six step lesson plans for each 6th, 7th, and 8th grade health
objective in the North Carolina Standard Course of Study for
Healthful Living Education. A new chapter on health-related
fitness has been added along with engaging student handouts
and black line masters. A CD is packaged with the Manual,
which allows teachers the flexibility to personalize the lessons,
adapt lessons to meet individual classroom needs, and update
statistics and materials as needed. Interactive games and
creative PowerPoint presentations are also available on the
CD to enhance instruction and student learning. For more
information on the manual, contact the North Carolina
Comprehensive School Health Training Center,
at 828-262-2292.
• NC Institute of Medicine’s Comprehensive Child
Health Plan
Improving school health education is one of the top priorities
established in the Comprehensive Child Health Plan,
Comprehensive Child Health Plan: 2000–2005. [Task Force
Report to the North Carolina Department and Human Services.
Executive Summary. May 2000.]
Chartered in 1983 by the North Carolina General Assembly,
the North Carolina Institute of Medicine is an independent,
nonprofit organization that serves as a non-political source of
analysis and advice on issues of relevance to the health of
North Carolina’s population. For more information contact
919-401-6599 or visit www.nciom.org.
2. PHYSICAL EDUCATION
• Take 10!
Take 10! is a classroom tool to provide 10 minute periods of
physical activity that are integrated with academic core
objectives. Take 10 can be previewed and ordered at
www.take10.net.
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• Physical Education is Active CD-ROM and Web Site
The Physical Education is Active CD-ROM and web site
were developed to increase understanding of quality
physical education. Visit www.beactivenc.org/peia/.
• Eat Smart, Move More
Eat Smart, Move More NC is a statewide initiative that
promotes increased opportunities for physical activity and
healthy eating through policy and environmental change.
Increasing public awareness of the need for such changes to
support increased physical activity and healthy eating
opportunities is an integral aspect of the initiative. Visit
www.eatsmartmovemorenc.com for more information.
• Be Active Kids
Be Active Kids is an early childhood (ages 4-5) physical
activity and nutrition curriculum and kit for child care
centers. The program focuses on establishing an early,
positive relationship with one’s body through participation in
fun physical activities and education about healthy eating.
For more information go to: www.beactivekids.com.
• Active Steps Youth Kit
The Active Steps Youth Kits were developed in partnership
with NC Healthy Schools, Healthful Living and Be Active
North Carolina. The curricula provides guided instruction for
both the physical educator and the physical education
teacher. Many kits are also used to provide staff wellness.
Kits are available through Be Active NC at
www.beactivenc.org.
• BAM!
BAM! is brought to you by The Centers for Disease Control
and Prevention (CDC), an agency of the U.S. Department of
Health and Human Services (DHHS). BAM! was created to
answer kids’ questions on health issues and recommend
ways to make their bodies and minds healthier, stronger, and
safer. BAM! also serves as an aid to teachers, providing
them with interactive activities to support health and science
curricula that are educational and fun. Visit www.bam.gov
for more information.
1-15
• Action for Healthy Kids Physical Education Committee
Statewide collaboration to address physical education
in schools.
3. SCHOOL HEALTH SERVICES
• School-Based Health Centers
School-based health centers provide a comprehensive range
of services that specifically meet the health problems of
students. Data from a variety of school-based health centers
confirm that the centers are popular with students and
parents -- nationally, more than 70 percent of parents
consent for their children to use the centers.
While comprehensive school-based health centers vary in
staffing patterns and services provided, they share some
common features:
• They are located in schools or on school campuses.
• Parents sign written consent for their children to enroll
in the health center.
• An advisory board of community representatives,
parents, and youth and family organizations participate in
planning and oversight of the health center.
• The health center works cooperatively with school
nurses, coaches, counselors, classroom teachers, and
school principals and their staff to assure that the health
center is an integral part of the life of the school.
• Clinical services are the responsibility of a qualified
health provider (hospital, health center, health
department, or group medical practice).
• A multidisciplinary team of nurse practitioners, clinical
social workers, physicians, and other health
professionals care for students.
Support for the approximately 50 school-based health
centers in North Carolina comes from a variety of local, state
and national funding. The General Assembly annually
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appropriates $950,000 for 14 adolescent health centers. In
addition to the state’s partnership with the Robert Wood
Johnson Foundation’s Making the Grade national program,
the Duke Endowment and the Kate B. Reynolds Charitable
Trust provide additional funding for both school-based and
school-linked health centers.
• School-Based Immunization Project
To enroll in any public or private school in North Carolina,
a child needs proof of immunization against diphtheria,
tetanus, whooping cough, polio, mumps, and red and
German measles. Certain exemptions are possible for
extenuating health or religious reasons (GS 130A-152-155).
Find the Child and Teen Immunization Schedule at
www.immunize.org or call 651-647-9009.
• Child Health Insurance: Health Choice for Children
Health insurance plays a key role in keeping children healthy
and in school. As of October 1998, families who make too
much money to qualify for Medicaid but too little to afford
rising health insurance premiums are able to get free or
reduced-price comprehensive health care for their children.
The new plan, “NC Health Choice for Children,” is the same
as coverage provided for the children of state employees
and teachers, plus vision, hearing and dental benefits. When
working families cannot afford health care for their children,
the consequences can be dire. Babies may not get the
checkups that make sure they are growing healthy and
strong. Families may wait until a child is very sick before
seeking medical help, sometimes getting help only in an
emergency. Untreated illnesses can have long-lasting
consequences, such as hearing loss caused by ear
infections. To find out more about this free or reduced cost
children’s health insurance plan, visit the NC Health
Choice web site at www.dhhs.state.nc.us/dma/cpcont.htm
or call 1-800-422-4658.
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• Dental Health Services
The NC Oral Health Section provides statewide school-based
education/promotion programs including classroom
education supported with educational videos and other
audiovisual tools, printed activity materials, and interactive
exhibits. Instruction covers disease prevention, oral hygiene
practices, injury prevention, appropriate diet, consumerism,
and professional dental care practices.
Training in the comprehensive dental health curriculum,
Framework for Dental Health Education is available for all
elementary teachers in the state. The training includes
companion videos and study guides. The curriculum
correlates with the NC Department of Public Instruction’s
Standard Course of Study for public schools. Parents who
school their children at home can use this curriculum.
4. SCHOOL NUTRITION
• Eat Smart, Move More
Eat Smart, Move More NC is a statewide initiative that
promotes increased opportunities for physical activity and
healthy eating through policy and environmental change.
Increasing public awareness of the need for such changes to
support increased physical activity and healthy eating
opportunities is an integral aspect of the initiative. The
ultimate goal of the initiative is to promote healthy behaviors
that reduce risks and prevent disease related to inactivity
and unhealthy eating behaviors. Eat Smart, Move More is a
program of the Physical Activity and Nutrition Branch in the
NC Division of Public Health. For more information visit
www.eatsmartmovemorenc.org.
• Child Nutrition Programs
Child Nutrition Programs (www.fns.usda.gov/cnd) provide
nutritious school meals to promote learning readiness and
the opportunity to practice skills learned in classroom
nutrition education. Programs in schools include the National
School Lunch Program, the School Breakfast Program, the
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Special Milk Program, After School Snack Program and the
Summer Food Service Program. Programs are available to
all children regardless of ability to pay. Federal regulations
also support the student with Special Dietary Needs
(www.nutritionnc.com/special/special_diet.htm). Meals are
modified with a proper medical prescription without
additional cost to the parent or guardian. For more
information, call Child Nutrition Services with the NC
Department of Public Instruction 919-807-3506.
• Team Nutrition
Approximately half of North Carolina’s schools are Team
Nutrition schools. Team Nutrition provides schools with
nutrition education materials for children and families and
technical assistance materials for Child Nutrition directors,
cafeteria managers and staff. State agency partners provide
training and technical assistance to support these programs
in local schools. Team Nutrition supports the School Meals
Initiative policy that school meals reflect the Dietary
Guidelines for Americans. For more information, call Child
Nutrition Services with the NC Department of Public
Instruction 919-807-3506.
• Nutrition Education and Training Program (NET)
The North Carolina NET Program, through its local, state
and federal partnerships, provides leadership in promoting
healthful eating habits for the state’s children. NET
integrates mealtime and learning experiences to help
children make informed food choices as part of a healthy
lifestyle. Activities of the NET Program include a Resource
Lending Library (www.nutritionnc.com/netlibrary), nutrition
workshops, and mini-grant funds are available. For more
information, call the NET Program with the NC Department
of Health and Human Services at 919-715-4306.
• Food for Thought: Making the Grade through
Healthful Eating
Developed by the NET Program and the NC Division of
Public Health, this K-5 resource provides nutrition activities
1-19
designed to be integrated into math, science, language arts
and healthful living lessons. The information is contained on
a single CD-ROM divided into modules for each of the
Dietary Guidelines for Americans. For ordering information,
call 919-715-8792.
• North Carolina School Nutrition Action
Committee (SNAC)
SNAC consists of representatives from the three state
governmental agencies that participate in school nutrition
services including the Department of Public Instruction, the
Department of Health and Human Services and the NC
Cooperative Extension Service. The goal of this collaborative
committee is to coordinate school nutrition activities that
link the cafeteria, classroom and community to school health.
The committee has worked on issues ranging from meeting
the dietary needs of children with special needs to
coordinating health promotion programs that focus on
5 a Day, (www.5aday.gov/), 1% fat or Less Milk Campaign
(www.cspinet.org), breakfast promotion and increased
physical activity. For more information, call the NC
Department of Public Health at 919-715-8792.
• Soft-Drinks and School-Age Children:
Trends, Effects, Solutions
A position paper available at www.nutritionnc.com/
Team%20Nutrition/indextn.htm. The increasing level of soft
drink consumption by North Carolina’s children and teens is
one of many barriers to their achieving an adequate diet and
a healthy lifestyle. It is a trend that parents, schools and
communities have the capacity to reverse. This publication
focuses primarily on schools; however, schools cannot solve
the problem alone.
• North Carolina 5 a Day Coalition
This coalition of state and local agencies and public, private
and nonprofit organizations is licensed to promote the
National Cancer Institute’s 5 a Day Program. Schools are
primary channels that the coalition is using to encourage
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North Carolina children to consume at least five servings of
fruits and vegetables daily. For more information, call the
Health Promotion Branch with the NC Department of
Health and Human Services at 919-715-3829.
• NCSU Cooperative Extension Service
The North Carolina Cooperative Extension Family &
Consumer Sciences, Department of Family and Consumer
Sciences (FCS) exists in all 100 counties and on the
Cherokee Indian Reservation. It includes one or more Family
and Consumer Educators (FCE), who are part of the County
Extension Center. FCEs interact with county residents to
assess nutrition education needs and issues. As NCSU field
faculty, they also work with FCS faculty to provide research-based
educational programming. County and state faculty
work with school-age children, parents and educators in a
variety of ways including providing leadership on the
community component of Team Nutrition, Be Active Kids
and the SyberShop CD-ROM for high school students.
Agents work in multi-agency teams to improve nutrition
education opportunities for children and parents. For more
information, call Family and Consumer Sciences with
NCSU Cooperative Extension Service at 919-515-9142.
• A SyberShop
The digital solution for eating healthy and being active is a
CD-ROM developed for high-school students on nutrition
and physical activity. The mission of this project is to
encourage an increase in physical activity and healthy eating
in high school students using an interactive multimedia CD-ROM
with games and activities. This project is in partnership
with the NC Governor’s Council on Physical Fitness and
Health, NC Cooperative Extension, Pace University, and
Department of Public Instruction. For more information, visit
www.eatsmartmovemorenc.com or call 919-515-9142.
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5. SAFE AND HEALTHY SCHOOL ENVIRONMENT
• NC Safe and Drug Free Schools Program
The Safe and Drug Free Schools Program is a
comprehensive and strategic national mechanism that is
used in public schools throughout North Carolina. Basically,
these education and prevention initiatives are designed to
prevent school violence, and provide programs that prevent
the illegal use of alcohol and other drugs, involve parents,
and coordinate with other federal, state and local efforts and
resources. The Safe and Drug Free Schools Program is
funded by the U.S. Department of Education, Improving
America’s School Act of 1994, Title IV- Safe and Drug Free
Schools and Community Act. For more information go
to http://www.ncpublicschools.org/schoolimprovement/
alternative/drugfree/ or call Alternative and Safe Schools
Section, North Carolina Department of Public Instruction
at 919-807-3939.
• Crisis Planning: A Guide for Schools
and Communities
As part of his continuing efforts to help keep our schools,
our teachers and our students safe, U.S. Secretary of
Education Rod Paige announced that a new guide, Practical
Information on Crisis Planning: A Guide for Schools and
Communities, is available to help schools plan for any
emergency, including natural disasters, violent incidents
and terrorist acts.
• Tobacco-Free Schools Program
The Tobacco-Free Schools Program is designed to help
schools take an active role to become tobacco-free by
addressing the specific problems of adolescent tobacco
use. The North Carolina Tobacco Prevention Control
Branch in collaboration with the NC Department of
Public Instruction, Safe Schools Division, and Healthy
Schools Initiative, developed a comprehensive model
for preventing and reducing tobacco use in schools.
1-22
The Tobacco-Free Schools approach encourages school
districts to develop, adopt and implement effective 100%
tobacco-free school policies as the foundation of the
program. Program components that support the policies
include Alternative to Suspension (ATS), a positive option to
punishment, Teen Cessation and Promoting Tobacco-Free
Lifestyles. Components of the Tobacco-Free Schools
program fit together in a way that encourages flexibility and
autonomy at the local level.
The NC Tobacco Prevention and Control Branch along with a
network of community partners, supports 100% Tobacco-
Free Schools as a positive community strategy to reduce
teen tobacco use rates by 50% by 2010. For more
information go to www.stepupnc.com or call the Tobacco
Free Schools Director at 919-713-1881.
6. SCHOOL COUNSELING, PSYCHOLOGY, AND
SOCIAL SERVICES
• School Mental Health Initiative
School counseling programs in North Carolina assist all
students in pre-K through 12 with educational, personal,
social, and career development goals. While some specific
activities and services may differ as counseling programs
progress from the primary to the secondary levels, these
essentials of school counseling programs are consistent
throughout all grades. The purpose of a comprehensive
school counseling program is threefold: providing
developmental, preventive, and remedial services to
students, parents, and teachers with the intent of helping
people reach their potential.
• NC Comprehensive School Counseling Standard Course
of Study and Guidance Curriculum on the web at
www.ncpublicschools.org/curriculum/
• NC School Counselor Web page on the web at
www.ncpublicschools.org/alternative/counseling/index.html
1-23
• Sign up for the NC School Counselor listserv on NCSCA’s
web page www.nccounseling.org/ncsca/
RESOURCES:
Eckerd Wilderness Camp
E-TEN-ETU
Contact:
633 Shephard’s Way Lane
Manson, NC 27253
252-456-2900
Prevent Child Abuse NC
3344 Hillsborough Street, Suite 100-D
Raleigh, NC 27607
1-800-354-KIDS
Tarheel Challenge
7780 Hobbton Hwy.
Clinton, NC 28328
1-800-573-9966
7. SCHOOL-SITE HEALTH PROMOTION FOR STAFF
• BeActive North Carolina
BeActive North Carolina provides a number of services to
assist employees to adopt and maintain healthy lifestyles.
Healthy employees use fewer health care dollars, have
fewer workers compensation claims and are absent less
often. Increases in morale and reduced stress are also
well documented.
Be Active Worksite Wellness Program includes:
• Corporate Health and Productivity Services
• Model Program and Resources
For more information 919-765-7171 or www.beactivenc.org.
1-24
• North Carolina Prevention Partners – BASIC Program
BASIC stands for Building Alliances with Health Systems to
Integrate Preventive Care. The BASIC Preventive Insurance
Benefit Initiative aims to bring together employers,
regulators, health plans, the public health and health care
community to create a health care system that includes the
basic ingredients of good health: tobacco cessation, proper
nutrition, and physical activity in disease prevention and
management. It is a multi-layered approach where benefits
are voluntarily purchased by NC employers, voluntarily
covered by NC insurers, quality clinical services offered by
NC providers & health systems, and where health care is
sought and received by consumers. BASIC has developed
tools and resources in order to make this approach work.
The BASIC Initiative has
• Released Buying Prevention Benefits: A 5-Step
guide for Employers.
• Trained local health partners to encourage local
businesses to purchase preventive benefits.
• Profiled Preventive Benefits offered by NC health
plans on the Internet.
• Created web-based resource,
www.ncpreventionpartners.org/basic.
• Established a voluntary model prevention benefits package
for tobacco cessation, nutrition and physical activity.
The BASIC Initiative will
• Create training programs to share systems and tools
for offering preventive care with NC healthcare providers.
• Create prevention tools that will be shared by
participating health plans.
• Provide guidance to employers in purchasing
preventive benefits.
• Raise awareness among consumers of the
importance of preventive care.
For further information, please contact the
BASIC Coordinator at: (919) 966-9137 or
www.ncpreventionpartners.org/basic.
1-25
• The Wellness Councils of America (WELCOA)
The Wellness Councils of America (WELCOA) is a national
organization that focuses on building well workplaces and
organizations that are dedicated to the health of their
employees. They also can provide blue prints to help
organizations build results oriented wellness programs.
For more information contact at 402-827-3590 or
www.welcoa.org.
• Quit Now NC !
Tobacco cessation resources for school staff and community.
Go to www.quitnownc.org. Quit Now NC! promotes the
following Cessation Resources:
Phone-based counseling services
• The National Institute Quit Line 1-877-332-8615.
• American Legacy Foundation Quit Line 1-866-667-8278.
Online counseling:
• www.smokefree.gov
• www.quitnet.com
A directory of NC Cessation programs, support groups,
and resources are available on line at www.quitnow.org.
8. FAMILY AND COMMUNITY INVOLVEMENT
• Healthy Carolinians
Healthy Carolinians is a process that results in community-based
partnerships to improve the health of North
Carolinians. This process is based on the concept that
community members are the most qualified to effectively
prioritize the health and safety problems in their community
and to plan and execute creative solutions to these problems.
Many local Healthy Carolinian groups are involved in working
partnerships with schools to improve student health. Call
your local health department to learn more about your local
Healthy Carolinians Task Force. A representative from this
group could be an ideal member for your School Health
Advisory Council.
1-26
• Communities in Schools
Communities In Schools of North Carolina brings hands in
need together with hands that can help. The solution to
student underachievement and school dropout requires a
commitment from all community members - parents, social
service providers, businesses, and civic organizations, local
government, and educators. Communities In Schools
connects community resources with students and their
families at the school site. CIS coordinates needed services
so young people stay in school, learn, and graduate from
high school prepared to enter the world of work or post-secondary
education. Call 919-832-2700 or visit
www.cisnc.org for more information.
• North Carolina Parent, Teacher, Association (NCPTA).
MISSION OF THE PTA
• To support and speak on behalf of children and youth in
the schools and before governmental agencies and other
organizations that make decisions affecting children.
• To assist parents in developing skills they need to raise
and protect their children.
• To encourage parent and public involvement in the
schools of this nation
PTA Commissions conduct projects and activities that fall
within their area, develop programs and priorities; sponsor
resolutions and help determine the total program of NC PTA.
They are also responsible for studying and alerting councils
and local PTAs to emerging issues that may affect children
and youth. Most committees found in local units/councils
can identify with one of the three commissions:
• The Commission on Education includes programs for
reading, library, audiovisual, early childhood/SmartStart,
exceptional children, high school, college cooperation,
dropouts, parent/family involvement, site-based
management, ABCs of Public Education, and the
Excellent Schools Act.
1-27
• The Commission on Health and Welfare covers the
work areas of health, mental health, children's emotional
health, juvenile protection, safety and recreation,
HIV/AIDS education, teenage pregnancy, inhalants, seat
belt safety, school bus safety, drug and alcohol abuse
prevention.
• The Commission on Individual and Organizational
Development works in the areas of human relations,
cultural arts (Reflections), citizenship (citizenship essay),
parent and family life education, character and spiritual
life education, membership, public relations, PTA
publications, hospitality.
You may contact via e-mail: office@ncpta.org.
Or other electronic means: www.ncpta.org.
Phone: 919-787-0534 or 800-255-0417 [NC Only]
Fax: 919-787-0569.
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DEVELOPING EFFECTIVE
SCHOOL HEALTH
ADVISORY COUNCILS
SECTION TWO
DEVELOPING EFFECTIVE SCHOOL
HEALTH ADVISORY COUNCILS
Schools alone cannot be responsible for the health and well-being
of children and youth in their communities, but they play
an important role. By creating a School Health Advisory
Council, schools can find partners within their communities to
identify health problems and concerns, set priorities, and design
solutions. Local leaders and parents know what is needed by
their communities and children. When engaged as decision
makers, communities have proven time and again that they are
up to the task of addressing local problems and supporting
schools in their responsibilities.
2-1
DEVELOPING EFFECTIVE SCHOOL
HEALTH ADVISORY COUNCILS 2
DEFINITION
A School Health Advisory Council (SHAC) is an advisory group
composed of individuals selected primarily from the health and
education segments of the community. The group acts collectively
in providing advice to the school system on aspects of the school
health program. The members of a SHAC are appointed by the
school system to advise the school system.
NOTE: Although these guidelines refer to a SHAC as being
advisory to an entire school system, a SHAC may also be a useful
structure for individual schools desiring their own advisory councils.
For the purposes, of this manual as it relates to the Healthy Active
Children Policy, we will refer to SHACS as school district councils.
School systems often utilize advisory committees or councils to
provide guidance for the following initiatives. For example, many
school systems have advisory councils for programs such as
Exceptional Children, Safe Schools, Dropout Prevention, or Closing
the Academic Achievement Gap.
It is important to emphasize that such advisory councils or
committees are formed to provide advice. These groups do not
become part of the administrative structure of the schools. Nor do
the groups have any legal responsibilities within the school system.
NOTE: Coalitions are technically different from advisory councils/
committees. Coalitions are generally viewed as temporary networks
of equal representatives of community segments. Their purpose is
to come together for some joint action. They are not necessarily
advisory to any one agency, but are more often drawn together
out of concern for a particular community issue (i.e., adolescent
pregnancy, environmental pollution, housing, child abuse, and
others). While their recommendations may have implications for
the schools, the school system is typically only one equal member
among others from the community.
2-2
School Health
Advisory Council
(SHAC)
An advisory group
composed primarily of
school and community
representatives who act
collectively in advising
the school district on
a Coordinated School
Health Program.
OBTAIN SUPPORT FROM THE
SCHOOL DISTRICT
For a successful School Health Advisory Council, it is important
that the school take an active role in convening the advisory group
and that the school district superintendent and other key personnel
support the idea. Before forming a new group, check with the
school district to identify any existing school committees that
deal with health issues. You do not want to form a new advisory
council if one already has been created or has school health
as a major part of its work. You also want to find out if the school
has any policies about starting advisory committees. For example,
some school districts require school board approval for new
advisory committees. The new State Board of Education Policy,
HSP-S-000, requires the formation of School Health Advisory
Councils and should help alleviate any LEA barriers to this
process. You may also, need to prepare a proposal for the
school board to consider and then submit periodic reports
on the Council’s work to the board.
If the school district has existing committees that address health
issues, meet with them to find out whether they are interested in
coordinated school health programs. Examples include committees
for Healthy Carolinians, safe and drug-free schools, school-based
youth services projects, school wellness programs, TEAM Nutrition
projects, and school improvement teams. Often these groups are
willing to broaden their efforts, utilizing coordinated school health
programs as the umbrella advisory group and establishing multiple
committees as a part of the larger advisory group to address all
eight of the components of school health. Be sure the individuals
in these groups have a genuine desire to promote comprehensive
school health programs. You also want to be certain that they are
willing to support the involvement of parents, youth, and other
community members.
Another important step is to find a coordinator or chair for the
School Health Advisory Council. The chair prepares meeting
announcements, makes copies of agendas and other handouts
for meetings, reminds members of assignments, reserves locations
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To successfully
engage support
of the school and
community:
• Meet with key school
personnel and community
representatives.
• Identify existing school
and community groups
that address health
issues. (Don’t reinvent
the wheel).
• Find a chair for
the council.
for meetings, and performs other tasks that keep the Council
running smoothly. The chair may be a school employee, a School
Board member, a community agency employee, or a parent who
would be willing to fulfill this role.
The leadership role also may be shared by two people. No matter
who fills this role, the chair needs clerical support for preparing
meeting announcements, minutes, and other mailings to the
Council. He or she also needs modest financial support or access
to office equipment for telephone calls, postage, copying, and
office supplies. The school district, another agency, or a local
business may agree to help provide the necessary support.
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There are no
prescribed formulas
for creating a
Coordinated School
Health Program.
However, these
elements are key:
• Create a customized
plan based on the
needs and strengths
of the school and
community.
• Foster teamwork
and collaboration
at all levels among
community and
school members.
• Involve youth, families,
and other community
members in planning
and decision making.
• Commit to continuing
school health
improvement.
FUNCTIONS OF A SCHOOL HEALTH
ADVISORY COUNCIL
In previous years, SHACs may have been designed to address
issues around health education alone, while others addressed a
variety of school health issues. The current definition of school
health includes eight components of a coordinated school health
program — health education, physical education, health services,
nutrition services, healthy school environment, school
counseling, psychological and social services, staff wellness,
and family and community involvement in schools.
Based on Policy HSP-S-000, this manual will provide guidance
on developing a SHAC that is designed to address a more
comprehensive health program including the eight components
listed above.
SHACs perform many functions in addition to their overall purpose
of advising and supporting coordinated school health programs.
These potential functions should be periodically reviewed by the
SHAC and school system to determine mutually beneficial
priorities. The SHAC may annually decide which functions should
receive more emphasis or the decision may be made according to
the SHAC plans for each major issue, project or topic. Whatever
the priorities, the SHAC meetings and other activities may reflect
these functions.
FUNCTIONS MAY BE RELATED TO:
Program Planning
SHACs ensure that professionals who directly influence student
health meet regularly to learn what their colleagues are doing,
problem solve, and plan synergistic activities; participate in
curriculum selection and adaptation; provide a forum for
discussion of health issues; facilitate innovation in health
education; discuss in-service training programs and initiate health
related policies.
2-5
Functions of a
School Health
Advisory Council:
• Program Planning
• Parent and Community
Involvement
• Advocacy for
Coordinated School
Health
• Recruitment of
Community Health
Resources
• Fiscal Planning
• Evaluation,
Accountability, and
Quality Control
Parent and Community Involvement
A SHAC can promote parent, citizen, and professional involvement
in the schools. A well-organized SHAC provides an opportunity for
participation by parents in activities and decisions influencing the
lives of their children. It also serves as a mechanism for
involvement by other community members including those from
business, religious organizations, civic groups, and human service
agencies.
Advocacy for Coordinated School Health
SHACs provide visibility for school health within or outside the
school system and community; ensure that sufficient resources are
allocated to school health; intervene when individuals from within
or without the school seek to eliminate or unfavorably alter the
school health program; facilitate understanding between schools
and community segments; engage representatives from the local
business, media, religious, juvenile justice, and medical
communities to serve as a buffer against threats to programs and
to provide resources and linkage opportunities.
Recruitment of Community Health Resources
The identification of needs in the school health program may lead
to a solution requiring the participation of multiple community
health resources. The SHAC can coordinate the involvement of
resource individuals and agencies for a specific need in the school
health program.
Fiscal Planning
SHACs assist in determining how much funding is required to
conduct school health programs; integrate the various funding
sources for school health programs; help raise funds for local
programs; and prepare grant applications.
Evaluation, Accountability, and Quality Control
Advisory Councils may examine school services and programs
related to the eight components of school health and make
recommendations for funding, policy and /or program changes.
SHACs may be asked to help determine reasonable outcomes
based on program and funding investments as part of the
accountability structure.
2-6
FACTORS THAT INFLUENCE THE
FUNCTIONING OF SCHOOL HEALTH
ADVISORY COUNCIL
A SHAC is frequently faced with factors that influence how well it
functions and serves its purpose. Interestingly, such factors can
either hinder or help the functioning of a SHAC. For instance,
special interest groups often approach SHACs about considering
their perspective when advising the school board on what should
be taught in the school health education program. These groups
sometimes generate positive energy around a topic that leads to its
quick implementation into the school health education curriculum.
Other times these groups can impede the process by bringing
controversy to the school health program that must be diffused. It
is important for SHAC members to recognize that these factors are
almost always present and impact virtually every aspect of SHAC
functioning. Thinking in advance about how the dynamics of the
group will be influenced by these factors will increase the likelihood
that these factors will be helpful rather than not.
THE FOLLOWING LIST IDENTIFIES MANY OF THESE FACTORS:
• How SHAC roles and responsibilities are defined
• How membership roles and responsibilities are defined
• How SHAC structure within the school system is defined
• What bylaws for SHAC functioning exist
• Whether a liaison with school system is designated
• What level of administrative support exists
• What level of leadership within SHAC exists
• How SHAC is organized/structured
• What values and attitudes within school/community exist
• How knowledgeable the school board is about school health
• What role special interest groups play
• What school health curriculum currently exists
• What competition exists for funds and facilities
• How controversy is managed
• What legislative mandates exist
• Whether members are representative of the community
• How knowledgeable members are about CSHP
• How committed members are to the Coordinated School
Health Program
2-7
SELECTING AND APPOINTING MEMBERS
CRITERIA FOR SELECTING MEMBERS
The quality and quantity of SHAC activities are primarily
determined by its members. Careful consideration must be given to
the identification of potential members and the process of gaining
their willingness to become active members of the SHAC. As
stated in the Healthy Active Children Policy, All SHAC's must be
composed of members representing the eight components of
coordinated school health and have a health department
representative. Other criteria for selecting members should include:
• Demonstrated Interest in Youth
Individuals with a recent history of involvement in activities to
help children and adolescents are often excellent members.
Such previous participation in youth enhancement may have
included work with scouts, church youth, human service
agencies, school events, other advisory groups, environmental
groups, civic clubs, PTAs, or business projects.
• Awareness of Community
A general understanding of the cultural, political, geographic,
and economic structure of the community among members
can facilitate goal accomplishment. Some individuals are
significant decision-makers and potential valuable members
because they are familiar with these aspects of the community
and known by different community segments. However, a new
person in the community may bring the advantage of previous
valuable experience without the potential burden of being
weighed down by barriers seen by others.
• Professional Abilities
Those individuals with professional training in a youth-related
discipline are obvious potential members as are other
individuals employed in human service agencies. However,
training and agency affiliation do not predict the value of the
individual to SHAC activities. While some SHACs want
professional staff representatives from selected agencies,
another approach might be to choose individuals rather than
agencies.
2-8
• Willingness to Devote Time
Regardless of the person’s qualifications and interest in youth,
if he or she will not or cannot attend meetings and participate
in the work of the SHAC, it is usually better not to ask the
person to become a member. Before appointing any member,
communicate with him or her about the time commitment to
determine willingness to make time for the SHAC. The
occasional exception to this in some situations would be the
influential and cooperative individual whose membership on
the SHAC adds to its credibility.
• Representative of Population
Every community has population segments that are important
in the overall functioning of the community. These segments
are often demographic groups in the community. For example,
there are groups according to age, gender, race, income,
geography, politics, ethnicity, profession, and religion. To
increase the likelihood of having a SHAC that actually
represents the community, it is important to plan carefully for
member selection. Representation of as many segments as
possible can enrich the level of discussion and acceptance of
proposed activities. Additionally, such comprehensive
representation can make the SHAC a more credible and widely
known body. One of the most serious problems for some
SHACs is that their members do not reflect the views of the
community because the member selection process was not
well planned and implemented.
• Credibility of Appointees
Always try to appoint individuals who are respected by those
who know them. Individual characteristics such as honesty,
trustworthiness, dependability, commitment, and ethics all
contribute to the character of the SHAC. While some
community members meet the above qualifications, it is
important also to give priority to personal as well as
professional characteristics. The credibility of the SHAC is
enhanced considerably by the personal characteristics of its
members.
2-9
ADDITIONAL POINTS FOR RECRUITMENT
OF MEMBERS
Most SHACs obtain members through appointment. Many SHACs
consist of individuals who are appointed by the superintendent or
designated central office staff person to represent them in planning
and implementing coordinated school health programs.
THESE STEPS MAY BE TAKEN TO FORMULATE THE COUNCIL:
1. Become familiar with the guidelines of the Healthy Active
Children Policy relative to the establishment of a SHAC.
2. Determine the membership categories and any weighting or
numbers needed. SHACs typically have 11-19 members.
3. To protect stability and develop consistency in operations,
maintain a balance of term lengths on the SHAC by assigning
new members to one, two, or three year terms.
4. Talk with each identified potential member and briefly explain
the SHAC purpose, its general operation, current membership,
and the time commitment for members.
5. Make final decisions for membership and confirm with
designated school system contact person.
6. Have appointment letters sent to new members from the
Superintendent and/or School Board. The appointment letter
indicates how much the school system values a person’s
willingness to participate in the SHAC. The content of the letter
should also refer to the name of the SHAC, its purpose, term
of appointment, frequency of meetings, name of the school
system contact person, and SHAC chairperson (if appropriate.)
Finally the letter should inform the person about the next
communication for getting started with the SHAC.
7. Send all members, including newly appointed members,
an updated membership roster and an announcement
of the next meeting.
NOTE: Members of School Health Advisory Councils, who are
appointed by the LEA Superintendent and are provided a
mechanism for regular reporting to the local Board of Education,
have proven to be more influential, productive and respected in
their communities.
2-10
Remember to include
representation from
the following eight
areas:
• Health Education
• Physical Education
• Health Services
• Nutrition Services
• Healthy School
Environment
• School Counseling,
Psychological and
Social Services
• Staff Wellness
• Family and Community
Involvement in Schools.
WORKSHEET
2-11
COMMUNITY AND SCHOOL SOURCES
OF SHAC MEMBERS
Keep in mind the eight components of a Coordinated School Health Program and include
representation from the eight areas on the School Health Advisory Council.
Parents
_____________________________________________________________________________________
Medical Professionals
_____________________________________________________________________________________
Social Service Agencies
_____________________________________________________________________________________
Business/Industry
_____________________________________________________________________________________
Volunteer Health Agencies
_____________________________________________________________________________________
Churches/Synagogues/Faith Community
_____________________________________________________________________________________
Hospitals/Clinics
_____________________________________________________________________________________
Public Health Agencies
_____________________________________________________________________________________
Civic and Service Organizations
_____________________________________________________________________________________
Colleges/Universities
_____________________________________________________________________________________
Public Media
_____________________________________________________________________________________
Attorneys and Law Enforcement Officials
_____________________________________________________________________________________
Schools:
Counselor, Social worker, or Psychologist ______________________________________________
School Nurse _______________________________________________________________________
Child Nutrition Director/Supervisor ____________________________________________________
School Health Coordinator/Health Curriculum Supervisor ________________________________
Safe and Drug Free Schools Coordinator/Drug Prevention Specialist ______________________
____________________________________________________________________________________
Physical Education Teacher/Coach ____________________________________________________
Health Education Teacher ____________________________________________________________
School Administer ___________________________________________________________________
School Board Member _______________________________________________________________
Youth Groups
_____________________________________________________________________________________
Professional Societies
_____________________________________________________________________________________
Government Officials
_____________________________________________________________________________________
2-12
SCHOOL HEALTH ADVISORY COUNCIL
CHAIRPERSON(S)
The SHAC Chairperson is often the individual responsible for
stimulating and supporting members in their efforts to fulfill the
group’s purpose. Therefore, selecting an individual for this position
is an important responsibility of the SHAC. An alternative is to
select co-chairpersons thereby allowing for the division of
leadership tasks.
Individuals with the following characteristics are more likely
to provide successful leadership as chairpersons.
1. Perceives schools as being influential in the lives of
students and staff.
2. Concerned about the health of children and adolescents.
3. Believes SHAC actions can have a positive influence
in the schools.
4. Understands the general organization of schools
and community.
5. Has personal characteristics conducive to positive
and productive SHAC meetings and activities.
6. Willing to make the necessary time commitment.
On the other hand there are some behaviors that make
chairpersons less likely to provide appropriate leadership.
These negative leadership behaviors include:
1. Failure to bring closure on agenda items.
2. Attempts to dominate with personal views.
3. Does not encourage involvement by all members.
4. Keeps personal control of agenda setting.
5. Uses the SHAC to criticize others.
6. Shows signs of having lost enthusiasm for the role.
2-13
ORGANIZATIONAL STRUCTURE OF SCHOOL
HEALTH ADVISORY COUNCILS
SHACs can be organized into a variety of structures and interact
with the school system in different ways. School systems must
decide early on, and review periodically, how the SHAC will provide
advice to them. The SHAC structure and communication links
with the school system and community should be clearly
delineated for all participants. Similarly, SHAC members may
suggest modifications based upon their experience to enhance the
working relationship. As the school system and SHAC gain
experience, it is likely that changes will be needed to facilitate the
SHAC purpose.
Structure of SHACs can best be described by considering to
whom the SHAC reports. The structure described here complies
with the Healthy Active Children Policy that established the district
superintendent as the person responsible for ensuring that specific
directives and guidelines are met in order to be in compliance with
Policy HSP-S-000:
SHAC reports to the School District Superintendent
Members of the School Health Advisory Council are appointed by
the school superintendent. The selection of appointees may be on
recommendation from the school health administrator or a small
school/community group of 3-5 who are 1) knowledgeable in the
eight components of a coordinated school health program, 2)
aware of the Healthy Active Children Policy, 3) versed in criteria for
selection of council members, and 4) currently work to promote a
coordinated approach to school health programming.
The SHAC chairperson may report directly to the school
superintendent or report to the school health administrator who
reports directly or indirectly to the superintendent. The school
superintendent reports to the school board.
This structure allows for the orderly flow of advice and reports
from the SHAC to designated persons in the school systems.
There are choices to be made by the school system about the
organizational structure for the SHAC and how the SHAC and
2-14
school system will communicate with each other. This decision will
likely reflect certain philosophical views of key school personnel.
For example, school health coordinators and superintendents will
vary in how they view advice from community members, the
degree of their intended personal involvement, perceptions about
the importance of school health programs, and the role of media
persons. These variables help us understand why a SHAC
structure might work very well in one school system but not in
another. Therefore, care should be taken in determining the best
structure and communications option for each SHAC. Similarly,
existing SHACs might want to consider reorganization to create a
more realistic and practical structure that fits better within the
school system.
NOTE: LEA Superintendents have also names a LEA Contact
Person for School Health Advisory Council communication from
the Department of Public Instruction and the Department of Health
and Human Services. This will enable the Healthy Schools staff to
provide information and assistance to LEAs on SHACs. This
contact person may or may not be the chairperson of the School
Health Advisory Council.
2-15
BY-LAWS
By-Laws for a SHAC serve a number of useful purposes. Overall
they clarify purpose, structure and operational procedures, thereby
reducing confusion among members. For this reason it is important
to develop and adopt a set of by-laws during the early formation of
the SHAC. The by-laws provide guidelines for carrying out the
business of the SHAC in order to accomplish its purpose. The
following are suggested as guidelines for developing your SHAC’s
by-laws:
I. NAME AND PURPOSE OF THE SHAC
The name is most likely to be straightforward, simply
incorporating the school system’s name (i.e., Ashe County
School Health Advisory Council.)
The purpose statement should reflect the advisory nature of
the SHAC and the definition of school health. This definition
will determine the boundaries or scope within which the
SHAC will function.
The State Board of Education Policy, passed in January of 2003,
stated that schools should “establish and maintain
local School Health Advisory Councils to represent the eight
components of a coordinated school health program.”
2. MEMBERSHIP
This section should include a description of the SHAC
composition in terms of number of members, community
sectors to be represented, terms of appointment, voting rights,
termination, resignation, selection method, attendance, and
criteria for eligibility. Also included are any ex officio categories.
Indicate the availability of a current membership roster from a
specified contact person within the school system.
3. MEETINGS
The by-laws may specify frequency, date (i.e., third Wednesday
each month, 7-9 pm), agenda setting procedures, notification of
meetings, distribution of agenda and minutes, and location.
Robert’s Rules of Order or some equivalent may be used to
govern the conduct of each meeting.
2-16
4. OFFICERS
Give the titles and responsibilities of officers, terms, as well
as a brief description of the election, removal and resignation
processes. Generally, the officers will be Chairperson or
Co-Chairpersons, Vice-Chairperson, Secretary, and
perhaps Treasurer.
5. VOTING PROCEDURES
Describe the voting process to be used at regular meetings and
the required quorum. For example, one half of the current
members must be present for a vote to be taken and two-thirds
of those present must vote for a motion in order to approve the
motion. Some SHACs may require a waiting period (until next
meeting) before a vote can be taken and that the motion be
placed on the agenda as an action item.
6. COMMITTEES
Give the names of any standing committees or subcommittees
and a brief description of their functions and membership.
Describe the process for the formation of any special
committees.
7. COMMUNICATIONS
State the reporting procedures to be used by the SHAC for
internal and external communications. Include the method for
determining the agenda; identify the school person or group
receiving reports from the SHAC, and any regular procedure for
informing the community about SHAC activities. Identify a
central location for records of past and current SHAC activities.
For example the by-laws may want to state that the SHAC
report annually (or more frequently) to the Board of Education
and local Board of Health.
8. AMENDMENTS
Give an explanation of the procedure to be used in making
amendments to the by-laws. The by-laws should be approved
by the charter members, dated, and copies made available to all
new members and appropriate school personnel.
2-17
ESTABLISH GROUND RULES FOR
OPERATING THE COUNCIL
Early on, or during a reorganization phase, help the group agree on
the ground rules that members will follow during Council meetings.
The following process will take about 15 to 20 minutes.
1. Ask members to jot down short answers for each of these
questions. Allow about one minute for each question. Write the
questions on an overhead transparency or newsprint.
- How do you want to be treated when you share your
thoughts and opinions?
- How should we treat others when their ideas are shared?
- How can we make our time together meaningful and
productive for everyone?
- What basic ground rules can we agree to follow as a group?
2. Review members’ responses to the first three questions. For
each question, ask for a few volunteers to share their answers.
Not all Council members need to share their responses to every
question. Involve as many members as possible.
3. Ask members to summarize what they have heard by suggesting
a ground rule for the group’s consideration. If there is agreement
on the ground rule, write it on a blank transparency or flip chart.
Use the ground rules to conduct this and subsequent Council
meetings. Post the ground rules on the wall during all meetings.
2-18
“Successful collaboration
requires that everyone in
the group contributes to
and develops a stake in
the process. Ground
rules insure that partners
use time wisely, share
leadership, and head in
the same direction.”
TOGETHER WE CAN
SUCCESSFUL MEETINGS
Regular meetings of the full membership and meetings of
committees are major activities for most SHACs. Therefore, it is
important to be well organized and goal directed in order to make
the best use of members’ time. Here are some suggestions for
having productive meetings likely to be appreciated by
participants.
Regular Meeting Schedule
Establish an annual calendar of dates, times and locations for
regular meetings. Keep it simple. For example, the third
Wednesday of each month in the School Board Room from seven
to nine o’clock p.m. Some SHACs in geographically large school
systems may alternate locations to fairly distribute travel time for
members. Noontime meetings over a lunch at a school, restaurant,
or other meeting room are also popular meeting times and
locations. Some SHACs always meet in the schools to help
members become more familiar with the school environment. Any
responsibility for food costs and transportation should be clarified
at the beginning of each year. Maps and parking permits should be
mailed to members, if necessary.
Agenda
Approximately two to three weeks before the meeting, members
should receive a tentative agenda with a request for suggested
agenda topics. Any suggestions should be received one week prior
to the meeting for possible incorporation into the final agenda. The
agenda should be easily understood by members and action items
designated separately from information items and discussion-only
items. Minutes of the previous meeting may accompany the mailed
tentative agenda.
Phone Communications
Each member should be called two days prior to the meeting
as a reminder. Establish a phone tree to communicate quickly
on activities and for inclement weather decisions. Provide a
central phone number for information.
2-19
Successful meetings
often include the
following :
• Socializing
• Networking
• Review and acceptance
of minutes of last
meeting
• Review of agenda
• Report from school
personnel on a program
or activity
• Discussion of a
potential project
• Reviewing and voting
on an issue discussed
during the last meeting
• Committee reports
• Presentation of a model
school health program
component
• Review of meeting and
setting next agenda.
Refreshments
Provide light and healthy refreshments if meeting is not at a
mealtime. Indicate on the agenda that refreshments will be
available. Also indicate a planned amount of time (15 minutes)
for networking as part of the agenda.
Punctuality
Start and end the meeting on time. Avoid the enabling tendency
of waiting for others and allowing the discussion to drift past a
specific time.
Environment and Atmosphere
The meeting should be held in a physically comfortable room with
comfortable seating that allows members to easily see and hear
each other. Arriving members should be greeted warmly and
informally introduced to each other. Maintain a balance between
formal and informal procedures with a sense of humor. Stick to
the agenda, involve all members, and positively acknowledge all
contributions. Encourage discussion and periodically summarize
for the group. Someone should keep a written record of discussion
topics, major ideas and decisions. Consider using a U-shape or
semi-circle seating arrangement. The chairperson and a recorder,
sitting in the open space, could record group comments and
decisions using newsprint on an easel.
Follow-up
Make sure someone has accepted responsibility for each task
needing completion and the group understands the work to
be done. Allocate 10-15 minutes at the end of the meeting
to summarize and then determine the tentative agenda for
the next meeting.
Other Suggestions
Make sure each meeting adds to the members’ understanding
of comprehensive school health. Each member can become an
advocate for school health for many years after participation
in a SHAC.
2-20
DEVELOPING A VISION AND MISSION
STATEMENT FOR YOUR SCHOOL HEALTH
ADVISORY COUNCIL
WHY IS VISIONING IMPORTANT?
A group of interested community members, parents, health
professionals and school personnel have organized to learn
more about coordinated school health and develop an Advisory
Council to support and advance the state of the program
in your school district.
By creating a vision statement, Council members take their
first step in providing leadership for change in your school and
community. The vision defines the Council’s desires and
commitments for school health. It expresses why community
members have come together and why others should join the
effort. Drafting, discussing, and agreeing on a vision assures that
the community will understand and support the Council’s work.
CREATE A VISION
A meeting will need to be planned to work through the process of
creating the vision of the Council. It will be helpful for the leader of
this process to be familiar with this type activity and share related
materials and sample vision statements with members. Because
the goal of this Council meeting is to agree on a vision, it is critical
that a person with strong group facilitation skills help conduct the
meeting. You may wish to recruit someone specifically to facilitate.
Local school districts, city governments, or larger businesses may
have staff who can help. The facilitator will need to summarize
work done by individuals or small groups and lead the overall
group toward agreement. Ideally, Council members will leave
the meeting with a draft vision statement.
The handout/transparency, A Vision (2-23) may be used to
educate and guide Council members in this process.
2-21
Vision is an idea or
dream whose pursuit will
provide a mission and
rallying point for activity. A
shared community vision
will provide the necessary
direction for strategic
planning actions and
enhance the effectiveness
of programs
Community Readiness for Drug
Abuse Prevention: Issues, Tips
and Tools
MISSION STATEMENT
A mission statement describes the overall purpose of the Council
and also helps define the action of the Council. It is unlike the
vision as it defines the current day to day functioning of Council
members themselves, whereas the Vision is what the Council sees
as the long term outcome of their school district’s Coordinated
School Health Program.
It is also recommended that the mission statement of the School
Health Advisory Council relate to the mission of the school district
which includes academic achievement for all students.
The vision and mission statement will build cohesiveness among
members and prevent conflict within the group. Individual
members have a clear direction for their work and there is no
assuming the purpose or role of the School Health Advisory
Council. To be a member of the Council means supporting the
mission and vision that have been created by the group. If a
member cannot support these guiding principles they may need to
reconsider their appointment to the Council. The Chairperson and
members will refer to the vision and mission regularly to stay
focused on the purpose of their work, to promote cohesiveness
and to reduce conflict.
2-22
A mission statement:
• Is easily understood
• Is accurate and succinct
• San be transferred
into individual action
• Is aligned with the LEA
mission statement
HANDOUT/TRANSPARENCY
2-23
A VISION….
• Organizes and unites us around a common purpose.
• Expresses what we want our future to be.
• Is personal as well as group-centered.
• Asks for our best to make our desired future real.
• Expresses “what could be” when we use our talents
and strengths.
• Represents a leap of faith and inspires us to shape
our destiny.
• Communicates confidence in our ability to get the job done.
• Guides our actions and attracts others to our cause.
• Uplifts, compels, challenges, and inspires. Comes from
our hearts and appeals to our spirit.
Adapted from Thriving on Chaos: Handbook for Management Revolution, by Thomas J. Peters (New York: Knopf, 1987)
and Making the Grade: Community Workbook (Washington, DC: The National Collaboration for Youth).
2-24
CREATE A PROCESS FOR
RESOLVING CONFLICTS
As a Council, you need to develop strategies to address
controversial issues before they occur. Some problems can be
addressed by members of the Council without involving outside
individuals or groups. However, some problems may be serious
enough to conduct a special meeting for the people raising
concerns. Listed below is a conflict resolution process to help
address these conflicts.
1. BE PREPARED. Anticipate possible objections from both inside
and outside your Council. Identify those concerns that may lead
to resistance to change.
2. REVISIT THE VISION AND THE GROUND RULES
DEVELOPED BY THE COUNCIL. Focus on the needs
of children and the benefits of the action plan to meet
those needs.
3. DECIDE WHO WILL FACILITATE THE PROCESS FOR
RESOLVING THE CONFLICT. If the Council chair or a member
cannot help resolve the conflict, ask a third-party facilitator or
mediator to help resolve the conflict.
4. EXPLORE AND LEGITIMIZE CONCERNS. Ask individuals or
groups to share their concerns and objections. Get them out on
the table. Acknowledge that concerns are realistic and that their
ideas will be discussed. Designate someone to take notes
(shows serious interest).
5. AVOID PERSONALIZING THE CONFLICT. Some people
view conflict as a threat to long-held personal beliefs. Do not
minimize others’ concerns or attack their points of view.
6. MAKE SURE EVERYONE IS HEARD. Limit the time of those
who talk, and invite the participation of those who do not.
(TIP: During meetings give each participant the same amount of
tokens. When they have used all of their tokens, they may not
speak again.)
2-25
7. RESPOND ACTIVELY. Let people know you are listening by
recapping, paraphrasing, and summarizing. Demonstrate a
willingness to follow up and pursue issues. Set up a committee
to study the concerns and come up with solutions.
8. GET CLOSURE. Summarize concerns and the steps needed to
address them. Restate the agreed-upon course of action, and
ask the group whether the notes are accurate. Determine what
needs to be done next.
9. DON’T BURN BRIDGES. Remember, most of those involved
are members of the same community. Everyone must continue
working together during and after the conflict. Create rituals for
healing and forgiveness. Remember to use humor.
Adapted from Healthy Students 2000: An Agenda for Continuous Improvement in
America’s Schools by Diane DeMuth Allensworth, Cynthia Wolford Symons, and R.
Scott Olds (Kent, OH: American School Health Association, 1994), 51.
The following information sheet is provided as a guide for School
Health Advisory Advisory Councils to help troubleshoot sources of
conflict and provide possible strategies for resolution.
2-26
INFORMATION SHEET
2-27
POSSIBLE SOURCES OF CONFLICT WITHIN
COMMUNITY-SCHOOL HEALTH ADVISORY COUNCILS
SOURCES OF CONFLICT
Power struggles
• Members use their power in negative ways
by controlling information or resources;
bullying others; using fear tactics; or being
inconsistent, demanding, or manipulative.
• Personal customs, languages, or
preferences are not being met.
The wrong people
• Member were not well chosen in the
beginning.
• Members attend infrequently.
Low trust
• The Council leader lacks the needed skills.
• Meetings are boring and do not accomplish
the agenda.
• Self-interests are not being disclosed.
• Communications are poor.
WAYS TO RESOLVE
Address power needs
• Look for underlying issues, such as history
of conflict, fear of loss of control, agency
pressures, or personal stress.
• Review the customs of members. Define
frequently used terms. Acknowledge
different styles, and decide when each
will be used.
Choose new members
• Look at the process for choosing
members.
• Recruit new members with the expertise
needed by the Council.
• Ask members to evaluate their level of
commitment to the Council.
NOTE: See this Guide for suggestions
on selecting new Council members.
Enhance trust
• Choose a new leader. Ask the Council to
take more responsibility for meetings.
• Review the characteristics of effective
meetings, and make needed changes.
Add rituals that build trust.
• Disclose the culture, gain diversity, and
perception each member seeks.
• Practice communication skills. Review how
communications are being managed.
WAYS TO RESOLVE
Strengthen vision and action plan
• Review the Council’s desired future.
Remember that conflict strategies is not
about wording but about the scope of
effort. Some members want specific, readily
achieved results; others prefer larger, more
complex efforts. Set short-term goals.
Revise desired results and strategies.
Review desired results
• Determine whether they can realistically be
achieved? Members get burned out when
they cannot see concrete accomplishments.
• Stress the importance of planning.
SOURCES OF CONFLICT
Vague vision and action plan
• Members frequently call the vision and
action plan into question.
Incomplete desired results and
strategies
• Desired results and strategies are frequently
debated, even though they are in writing.
• Some members pressure the Council into
quick action.
2-28
Adapted from Collaboration Handbook: Creating, Sustaining, and Enjoying the Journey, by Michael Winer
and Karen Ray (St. Paul: Amherst H. Wilder Foundation) 82–83.
NEEDS
ASSESSMENT
SECTION THREE
NEEDS ASSESSMENT
Needs assessment is a process of gathering, analyzing, and
reporting information about the health needs of the children in
your schools and communities. It also involves identifying the
capacities or strengths that are currently available in your
community to meet the children’s needs.
3-1
3 NEEDS ASSESSMENT
Characteristics of
a successful needs
assessment
1. Understand the current
situation
2. Begin with a vision
of the future
3. Focus the assessment
process on specific
questions that will
gather essential
information
4. Address issues that
stakeholders believe
are important
5. Choose the appropriate
assessment tool
6. Communicate
information back
to stakeholders
WHY SHOULD A NEEDS ASSESSMENT
BE CONDUCTED?
As a School Health Advisory Council (SHAC) begins to think about
the action steps needed to create change, SHAC members often
realize that they do not have enough information to make a
decision. Members may base their decisions on selected “stories”
or anecdotes they have heard from other members and community
residents outside the planning group. Sometimes these anecdotes
give inconsistent or inaccurate information. In addition, if decisions
are based on recommendations from strong interest groups they
may not be a priority for the school district. Results from a well-designed
needs assessment that uses sound research methods
can be generalized to all residents in the community.
A well-designed needs assessment allows SHAC members to
feel confident when they use the information as the basis for
decision-making.
Needs assessments also raise awareness of the issue of school
health and promote local interest in joining the SHAC to create
change. Foundations and organizations that may give resources to
support your action plan, often base decisions on data from a
formal needs assessment.
Designing and conducting an assessment is a highly technical
process. Your School Health Advisory Council (SHAC) may have a
resource person who can provide technical advice on designing a
study. This person should have graduate-level training and
experience in statistics and research design. If your SHAC does
not have a member with these skills, consider hiring someone to
work with the council. While resources to pay a technical
consultant are often limited, community members with these
skills may be persuaded to assist.
Technical assistance may also be available through local colleges,
universities, and your state’s extension network. Local agencies
and organizations may provide resources to hire technical
consultants and to cover the costs of data collection.
3-2
Why should we
conduct a needs
assessment?
1. To provide data for
decision-making
2. To promote awareness
and action
3. To satisfy a mandate
4. To obtain funding and
other resources
The Healthy Active Children Policy requires that School Health
Advisory Councils develop action plans and annual reports
describing their progress and plans for developing a Coordinated
School Health Program for their districts. This annual plan and
report will be submitted to the North Carolina Department of Public
Instruction.
To assist in this activity and help SHACs determine priorities, a
Coordinated School Health Program Assessment is provided in
this section. The assessment can be used to analyze each of the
eight components of a CSHP and to determine what programs and
policies are currently in place and what programs and policies
need to be developed and/or revised and strengthened. This tool
is a simple way of assessing which health-related programs and
policies currently exist in the school and community to address the
health needs of the school-aged child and identify the gaps that
can begin to be addressed through the development of an action
plan for the district.
Additionally SHACs need to work with key community and state
partners and utilize data from regularly conducted assessments to
augment the information they may collect independently.
ASSESSMENTS TO REVIEW INCLUDE:
• data from NC Youth Risk Behavior Surveillance Website
• community health indicators from your local public health
department
• data from the community assessment conducted by your
local Healthy Carolinians Task Force (required assessment
every three years).
3-3
CONDUCTING A NEEDS ASSESSMENT
HOW IS A NEEDS ASSESSMENT CONDUCTED?
The process of conducting a needs assessment includes gathering
data about the needs of a target population, analyzing the data,
and then establishing priorities for the needs, based upon the
ability to meet each need and the importance of the need with
regard to the health problem.
3-4
FIVE STEPS TO CONDUCTING A NEEDS ASSESSMENT
STEP 1
STEP 2
STEP 3
STEP 4
STEP 5
Determining the Present State of Health of the Target population
(see listing (3-6) of types of needs assessment methods to plug into this step.)
Determining the Status of Available Health Promotion Programs
If you are planning a program for the identified target population, it makes sense
to find out what other health promotion resources are available. This way you
will not duplicate services and you can find out how to coordinate and combine
services if they are appropriate for your program.
Determining the Need by Measuring the Gaps Between Health Status
and Health Promotion and Care
Dealing with the Problems
At this stage you might ask:
I . What is the most pressing need?
2. Are there resources adequate to deal with the problem?
3. Can the problem best be solved by a health promotion intervention, or
could it be handled better through school board administration, policy,
or changes in the economy?
4. What other efforts are in place to address this problem?
5. What is the time frame?
Validating
In this step, double check if the identified need(s) is/are the need(s) that
should be addressed.
WHAT DOES THE COUNCIL DO AFTER A
NEEDS ASSESSMENT IS COMPLETED?
The needs assessment will provide information needed for
decision-making. But this is just a beginning. Unfortunately, many
groups see a survey or assessment as the end of their efforts,
instead of the means to achieving their mission. Now is the time to
celebrate the completion of your needs assessment as the
successful end of a process that took cooperation and a good deal
of hard work.
Your celebration also includes the beginning of the next phase of
the combined effort. This process involves formulating a statement
of the problems you have identified, generating solutions, and
creating a plan of action that uses existing strengths in your
community. Careful consideration should also be given to whether
the Council membership is as inclusive as it needs to be, given
the course of action you have chosen. When local residents and
representatives of agencies, associations, and institutions are
involved in the planning process, it is more likely they will support
your efforts and endorse the results in the future.
3-5
METHODS FOR ASSESSMENT
SURVEYS Surveys are very useful ways to obtain feedback. They
can be self-administered, conducted in an interview format, or
conducted in an interview over the phone. Surveys can be long,
short or in-between. Regardless of which method of distribution is
used, creating a survey is a developed skill. Question structure,
format and progression can make or break the accuracy of the
information you receive.
EPIDEMIOLOGICAL DATA This type of data describes the
distribution and determinants of diseases and injuries in human
populations. Planners could collect data through a previously
developed instrument or one developed for the specific intent of a
given project. The State Center for Health Statistics and other state
and federal government data are widely available though may not
be as specific as is needed for a given project. In addition, this
data is usually about two years old by the time it is compiled.
RECORDS OF HEALTH AND HEALTH CARE Medical records,
hospital records, and insurance claim reports are ways to examine
a variety of health and health care indicators.
COMMUNITY FORUM The community forum approach brings
together people from the target population to discuss what they see
as their group’s health problems. A general invitation is made to the
members of the target population. The forum usually centers on
one specific topic and is a way for people to express their opinions.
Even when well moderated, the saying “the squeaky wheel gets
the grease” may hold true. It helps to confine responders to a time
limit to be fair to others who would also like to respond. Giving
participants the option to write responses is a way to “hear” from
those who may not feel comfortable speaking in front of large
groups. These sessions are recorded either on paper, by tape
recording, videotape or a combination of these. Getting consent
of participants to videotape or tape-record is necessary.
FOCUS GROUPS Focus groups are similar to community forums
because representatives of the target population participate, but
they are smaller (8-12 participants) and more directed. These
groups are also recorded by some means. Facilitating a focus
group effectively takes practice. The facilitator should avoid
leading the responses in any one direction, be able to summarize
3-6
statements, keep participants on track, and tactfully prompt all
participants to respond so that the discussions are not dominated
by one participant.
OPINION LEADERS SURVEY This method narrows responses
from key individuals within the target population. They are
individuals who are well respected in the target population
and are often the “movers and shakers”.
DELPHI TECHNIQUE This method garners responses from
individuals who are regarded as experts within a target population.
One open-ended question is asked. Answers from question I are
used to develop question 2. The group ranks responses. Then a
third round of rankings and voting is generated. This can be time-consuming
on the part of the administrator especially if
participants are not mindful of due dates for responses. However,
it is not very time-consuming for participants. It allows for
anonymity of the participants. Participants must trust the
administrator of the process.
NOMINAL GROUP PROCESS A representative sample of
participants from the target population are gathered (between 5-7
participants). One specific question is asked and they are asked to
respond in a round robin fashion. Every participant can offer one
response per round. The group then prioritizes the responses and
votes on paper. The facilitator records the results. A second
ranking may need to take place to break any ties.
SOCIAL RECONNAISSANCE (KEY INFORMANT INTERVIEW)
This method uses networking strategies to make contact within
a target population. One or more key informants from the target
population is contacted in a face-to-face interview. Four to eight
relevant questions are asked. Then ask, who else (in this school,
club, church, housing project, other) should you should speak with
about this topic and how you can get in touch with them. Ask the
key informant if you may mention their name when you contact the
next key informant.
PRE AND POST TESTING To assess knowledge of a group
about a specific issue, administering a pre-test is helpful. To
measure whether or not the program or intervention was effective,
administering a post-test will help indicate results.
3-7
3-8
WORKSHEET
3-9
COORDINATED SCHOOL HEALTH PROGRAM
INITIAL ASSESSMENT
Working with your School Health Advisory Council, please complete the short survey. Based
on the assessment scores, select an area in which the district can improve and develop action
plans with your School Health Advisory Council. The action plans are due to the Department
of Public Instruction (DPI) by July 15, 2004.
For each item, indicate if a policy exists and to what extent it is implemented
by using the following scale:
0 = No policy exists
1 = Policy exists however is rarely implemented
2 = Policy exists and is sometimes implemented
3 = Policy exists and is usually implemented
0 1 2 3
0 1 2 3
0 1 2 3
Add up the numbers that are circled and divide the total by 3 for a score on the component. SCORE =
A written policy requires that health programs
in our school system be coordinated whenever
feasible.
A plan for coordination of all eight school health
components in our school system has been
developed. The eight components are listed
below.*
The School Health Advisory Council is
composed of community and school
representatives from the eight components of a
coordinated school health program mentioned
in SBE Policy HSP-S-000 Section 4 (a),
including representatives from the local health
department and school administration.
CIRCLE the appropriate response for each item.
* The eight components of coordinated school health include: Health Education, Physical Education, Health Services,
Nutrition Services, the School Environment, Counseling/Social Work, Staff Wellness, and Community/Family Involvement.
NO POLICY
EXISTS
Policy exists
however is
RARELY
implemented
Policy exists
and is
SOMETIMES
implemented
Policy exists
and is
USUALLY
implemented
SCHOOL HEALTH PROGRAM COLLABORATION
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
Add up the numbers that are circled and divide the total by 6 for a score on the component. SCORE =
All students, staff and visitors are not allowed
to use tobacco products on school grounds
at any time.
School staff ensures that no students
are harassed or hazed.
All schools have a formal emergency response
plan for handling issues such as natural disasters,
violent incidents and bioterrorism
All schools are clean and well maintained.
All schools are in good repair and there
are no signs of water damages.
All heating and air conditioning systems keep the
temperature and humidity at recommended levels.
HEALTHY SCHOOL ENVIRONMENT: A written district policy or plan assures that…
3-10
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
Add up the numbers that are circled and divide the total by 7 for a score on the component. SCORE =
All students participate in daily physical education.
A certified physical education specialist
teaches Physical Education.
Physical education students are assessed
on curriculum and not on simply dressing
out and participation.
The physical education curriculum is sequential
and age-appropriate.
All students in grades 4 – 12 can complete
an annual physical fitness test.
All elementary students participate in active recess.
All elementary students participate in classroom
physical activity led by the classroom teacher.
CIRCLE the appropriate response for each item.
NO POLICY
EXISTS
Policy exists
however is
RARELY
implemented
Policy exists
and is
SOMETIMES
implemented
Policy exists
and is
USUALLY
implemented
PHYSICAL EDUCATION: A written district policy or plan assures that…
3-11
0 1 2 3
Add up the numbers that are circled and divide the total by 1 for a score on the component. SCORE =
All staff have access to school-sponsored health
promotion/wellness programs.
SCHOOL STAFF WELLNESS: A written district policy or plan assures that…
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
Add up the numbers that are circled and divide the total by 7 for a score on the component. SCORE =
All students have access to a nationally certified,
full-time school nurse on a daily basis and other
appropriately prepared/trained staff.
Early identification of health related barriers to
learning, e.g., screening programs, are
coordinated with referral and follow-up activities
for resolution.
A registered nurse (RN) assesses, plans, and
evaluates the health care of students with special
health care needs in accordance with State Board
of Education (SBE). Policy #04A107.
Federal, state and local statutes and guidelines are
utilized for prevention and control of communicable
and infectious diseases, including HIV infection.
Injury reporting policy and procedures are
implemented system-wide and data are used in
developing and implementing prevention and
safety activities.
All student health records are maintained and
stored in accordance with current state and
federal regulations.
All kindergarten and fifth grade children have
access to a dental assessment by a public health
dental hygienist at least every other year.
CIRCLE the appropriate response for each item.
NO POLICY
EXISTS
Policy exists
however is
RARELY
implemented
Policy exists
and is
SOMETIMES
implemented
Policy exists
and is
USUALLY
implemented
HEALTH SERVICES: A written district policy or plan assures that…
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
Add up the numbers that are circled and divide the total by 5 for a score on the component. SCORE =
Health education items are included in elementary
and middle school end-of-grade tests.
All middle and high school teachers who teach
health education are certified in health education.
Teachers of health are provided with subject
specific, staff development opportunities.
Middle school and/or high school students receive
comprehensive sexuality education.
7th, 8th and 9th grade students receive health
education regarding the prevention of sexually
transmitted diseases and HIV.
HEALTH EDUCATION: A written district policy or plan assures that…
Add up the numbers that are circled and divide the total by 6 for a score on the component. SCORE =
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
All schools have programs for early intervention
with students who may have alcohol, drug and
other mental/behavioral health problems.
All schools provide training for all staff on early
identification of students with signs of academic
and mental/behavioral health problems.
All students have access to qualified mental
health professionals.
All school mental health staff has access to
community-based mental health professionals
for assistance.
All schools have access to support groups for
students dealing with personal and family issues such
as substance abuse, stress, pregnancy, grief and loss.
All mental health staff routinely assist teachers
in conducting prevention activities related
to mental/behavioral health issues.
CIRCLE the appropriate response for each item.
NO POLICY
EXISTS
Policy exists
however is
RARELY
implemented
Policy exists
and is
SOMETIMES
implemented
Policy exists
and is
USUALLY
implemented
SCHOOL MENTAL HEALTH/STUDENT SUPPORT:
A written district policy or plan assures that…
3-12
0 1 2 3
0 1 2 3
0 1 2 3
Add up the numbers that are circled and divide the total by 3 for a score on the component. SCORE =
All students have the opportunity to engage in
community service activities.
Community health care workers have opportunities
to assist with school health activities.
School health personnel collaborate with parent
groups, i.e. PTA/PTO.
FAMILY AND COMMUNITY INVOLVEMENT:
A written district policy or plan assures that…
3-13
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
Add up the numbers that are circled and divide the total by 6 for a score on the component. SCORE =
CIRCLE the appropriate response for each item.
NO POLICY
EXISTS
Policy exists
however is
RARELY
implemented
Policy exists
and is
SOMETIMES
implemented
Policy exists
and is
USUALLY
implemented
SCHOOL NUTRITION SERVICES: A written district policy or plan assures that…
National School Lunch, Breakfast and After-School
Program meals and snacks are planned, prepared
and served in accordance with U.S. Department
of Agriculture standards.
There are a variety of healthy choices that appeal
to students including cultural and ethnic favorites.
Quality, taste and appearance are a high priority.
Nutrition standards exist for all other foods and
beverages available to students in schools. This
includes items available as a la carte, in vending
machines, and for classroom and other school
activities.
Fresh fruits and vegetables are available
in school cafeterias every day.
Lunch periods are long enough to give
students time to eat and socialize.
National recommendation is at least
20 minutes after they are seated.
Bus schedules allow breakfast periods long
enough to give students time to eat and socialize.
National recommendation is at least 10 minutes
after they are seated.
DEVELOPING AN
ACTION PLAN
SECTION FOUR
DEVELOPING AN ACTION PLAN
A crucial step of the School Health Advisory Council (SHAC) is to
develop an action plan to guide your work and activities. Too often
in our haste to “do something,” we fail to spend enough time
planning. Shortchanging the planning process can sabotage your
effectiveness down the road. Planning will require looking at the
big picture, setting priorities, and initiating rather than reacting.
Consider using the Action Plan Template (page 4-9) provided in
this section or one of the additional templates in the Appendix.
An action plan provides a written framework of the changes
desired in your school health program and how the council can
achieve them. Because people support what they help create,
good planning involves all members in the development of the
action plan. The action plan holds members accountable to the
commitments they make and provides a way to track progress.
Although members may feel inspired by the discussion to “take on
the world,” they should decide realistically how much they will
undertake. Setting priorities based on a sound needs assessment
will help members balance other work obligations with their
responsibility to the SHAC. It is important to select something that
is achievable, has broad support, and will help establish the
council as a vital force within the school district.
The Healthy Active Children Policy adopted by the State Board of
Education requires each school district to develop an action plan.
The following excerpt is from the policy and describes the
requirement as it relates to your district’s action plan.
4-1
4 DEVELOPING AN ACTION PLAN
DEVELOPING THE ACTION PLAN
THE SHAC MAY BASE THEIR ACTION PLAN ON DATA FROM
A VARIETY OF SOURCES INCLUDING:
1. Results of the needs assessment such as: Assessment Tool
for Coordinated School Health Programs (See Section 3)
2. Results from the School Health Index (See CD-ROM for
ordering information)
3. Healthy Carolinians Task Force Community Needs
Assessment
4. Critical needs identified through school improvement plan
5. Safe schools application
6. Other school or community data assessments
7. Requirements of specific funding sources
8. Data from NC YRBS 2001 and 2003
9. Data from county health department
10. Data from locally conducted health-related surveys.
It is important for the council members to evaluate priorities.
There will be a variety of issues to consider. One method would
be to compare the top five priorities to the criteria found
on the worksheet, Evaluating Priorities (page 4-5).
This step allows the council to quickly evaluate each
priority’s potential for success. Results may suggest a
reordering of priorities.
HEALTHY ACTIVE CHILDREN POLICY HSP-S-000
SECTION 5 THIS POLICY SHALL BE FULLY IMPLEMENTED BY THE 2006–2007 SCHOOL YEAR.
(a) Each local school district shall develop an action plan prepared in collaboration with the local School Health Advisory
Council to assist in the implementation of the policy. This action plan shall identify steps that need to be taken each
year to fully implement the policy by the 2006–2007 school year and shall include a review and appropriate
modification of existing physical education and health curricula.
(b) Action plans shall be submitted to the North Carolina Department of Public Instruction by July 15, 2004.
(c) Progress reports shall be submitted to the North Carolina Department of Public Instruction by July 15, 2005 and 2006.
(d) Beginning July 15, 2007, each local school district in collaboration with the local School Health Advisory Council
shall prepare