Developing Meaningful Partnerships within your School Community

PO Box 12191, Portland OR 97212

www.osbhcn.org 503.813.6400

Advancing Access to Quality Health Care for Youth

Find an Appointment!

12:00

3:00

6:00

9:00

Find your 3:00 appointment

What does health have to do with learning…

…and learning have to do with health?

Building Bridges BetweenSBHCs and Schools

Why Partner?

SBHCs And Other Health Professionals Partnering With Schools

“Our world and our nation have changed; so too have our schools. Today, more than ever, school health programs could become one of the most efficient means available to improve the health of our children and their educational achievement” (Kolbe,2005 p.226)

Schools Partnering With SBHCs

“The best of teaching cannot always compete successfully with the challenges many students face outside of school” (Lee-Bayha & Harrison, 2002 p.1

Kids bring their whole life to school with them… and it doesn’t fit in a locker.

• Every student faces life challenges that impact his or her ability to learn.

• Supporting kids and addressing health issues such as hunger, stress, harassment, substance use and unintended pregnancy can greatly improve their ability to learn.

There is a research-based link between students’

physical, social and emotional health and their

ability to learn…

Health Risk

Behaviors EducationalOutcomes

EducationalBehaviors

Substance use

Mental health

Poor diet

Intentional injuries

Physical illness

Self-esteem

Sexual behaviors

Attendance

Dropout Rates

Behavioral Problems

Graduation

GPA

Standardized test scores

What We Know: The health-academic outcomes connection

SBHCs

School Health Programs and SBHCs

Grab a post-it…

Individually, write down what comes to mind

when you hear the words…

School Health Programs

AND

School-Based Health Centers

The Coordinated School Health Model

Coordinated School Health Web Activity

Find your 6:00 appointment

Discuss one A-HA from this morning’s presentation

Policies as Partnership Possibilities

Oregon Educational Governance

Governor

State Board of Education(7 appointed members

confirmed by the Senate)

Superintendent of Public Instruction (elected)

School Districts

LegislatureQuality Education Commission (11 appointed members confirmed by the Senate)

Superintendents

*Title I*

Improving the Academic Achievement of the DisadvantagedPrograms include Student reading programs, Education of migratory children, Preventions and intervention for neglected, delinquent , or at-risk children, Comprehensive school reform, Advanced placement programs, School dropout prevention, Title I assessment and other general provisions.

Title IV 21st Century SchoolsThese programs primarily deal with providing safe and drug-free schools and communities, learning centers and tobacco smoke prevention

Title VII

Indian, Native Hawaiian, and Alaska Native EducationProviding for Indian, Native Hawaiian and Alaska Native education

No Child Left Behind : A Synopsis

SBHC Contribution

Immunizations, and health records of migrant children served are required to be supplied to the national database. As SBHCs treat clients data could be provided to the schools to input.

Prevention & intervention services, information, screening, and treatment of affected students could be performed at SBHC sites.

Drug and alcohol prevention education, testing, screening, counseling and treatment options might already being provided in SBHCs

Health-related services for students with physiological needs can be supplied on site

NCLB Criteria

Title I – Part C

Education of Migratory Children

Title I – Part D

Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk

Title IV – 21st Century Schools

IDEA Criteria

Least Restrictive Environment

Local Wellness Policy RequirementsChild Nutrition Reauthorization

PUBLIC LAW 108-265-JUNE 30, 2004

• Goals for nutrition education, physical activity and other school-based activities designed to promote student wellness

• Nutrition guidelines selected by the local educational agency

• Guidelines for reimbursable school meals

• A plan for measuring implementation of the local wellness policy

• Community involvement

• Oregon Link: http://www.ode.state.or.us/search/results/?id=270

http://www..fns.usda.gov/tn/Healthy/wellness_policyrequirements.html

Other School Health Requirements

• State Content Standards and Benchmarks (what a student should know and be able to do)

• Law/Policies related to health and physical education

• Assessments, Tests

• Oregon Healthy Teens Survey/ YRBS

SBHC Certification Standards

• Centers are certified biannually by the State SBHC Program Office within DHS

• Certification is voluntary, however DHS only funds certified centers

• Included in certification standards are guidelines for: facilities, operations/staffing, laboratory and clinical services, data collection and reporting, quality assurance activities and administrative procedures for certification.

SBHC Funding• While the SBHC model of care is consistent, funding

streams, medical sponsorship and management differ from site to site.

• The funding is fragile and resources are scarce.

Sources of revenue for SBHCs under FQHCs (29 centers)

– Billing & fees 34%

– County/city government 32%

– Federal funding 14%

– State funding 11%

– In-kind donations 4%

– School/ School District 2%

– Grants 2%

– Other 1%

– Fundraising 0%

Sources of revenue for SBHCs NOT under FQHCs (19 centers)

– School/ School District 39%

– State funding 25%

– County/city government 9%

– Grants 8%

– Billing & fees 7%

– Other 6%

– In-kind donations 3%

– Fundraising 3%

– Federal Funding 0%

Data: DHS/Office of Family Health/Adolescent Health/SBHC 2008-2009

Find your 9:00 appointment

What are the benefits to having a SBHC in your community?

If you have one, what difference has it made?

In teams, you will be developing a story…

What will the media be saying about your SBHC efforts in 3-5 years from now?

•Think ‘out of the box’

•Be creative

•Have fun!

•Be prepared to share out

Cover Story

Lunch!

45 Minutes

• Education stakeholders ask: – Do school health programs detract from, or complement the

academic and social mission of schools?

• Advocates of school-related health programs ask:

– If our programs are unable to demonstrate their educational value, will they be able to sustain and expand their current place in the health care safety net?

Oregon’s Children

In Oregon, 13% of children are uninsured, and

47% of SBHC clients are uninsured.

62% of SBHC clients reported that they would not have received health care without their SBHC

School-based health centers are staffed by licensed health professionals, and do not replace the

important work of school nurses.

• Provide a solution to access barriers such as transportation, distance, and clinic hours inconvenient to parents

• Bring community resources to the student

• Support students, teachers, parents, administrators, and other health professionals by keeping children healthy and in school

• Aid in identifying health issues early in a safe environment

How can SBHCs aid in creating a continuum of care for Oregon’s youth?

But remember the heart!

Resources

The Network’s Website:www.osbhcn.org

Become a member!NASBHC’s Website:

www.nasbhc.org

Team Action Planning

Find your 12:00 appointment

Share with your appointment what you would say to

advocate for your role if you had the opportunity.

Closure and Evaluation

Contact Information

Jess Bogli, Jessica Bogli Consulting

jess@jessicabogli.com, 503.784.2932

www.jessicabogli.com

Jennifer Melo, Oregon School-Based Health Care Network

Jennifer.melo@osbhcn.org, 503.813-6480

www.osbhcn.org

Diette, G. B., Markson, L., Skinner, E. A., Nguyen, T. T., Algatt-Bergstrom, P., & Wu, A. W. (2000). Nocturnal Asthma in children affects school attendance, school performance, and parents' work attendance. Archives of Pediatrics & Adolescent Medicine, 154(9), 923-928.Federal Interagency Forum on Child and Family Statistics. (2007). America's Children: Key National Indicators of Well-Being 2007. In Federal Interagency Forum on Child and Family Statistics (Ed.). Washington, D.C.: U.S. Government Printing Office.Fowler, M. G., Davenport, M. G., & Garg, R. (1992). School Functioning of US Children With Asthma. Pediatrics, 90(6), 939-944.Geierstanger, S. P., Amaral, G., Mansour, M., & Walters, S. R. (2004). School-based Health Centers and Academic Performance: Research, Challenges, and Recommendations. The Journal of School Health, 74(9), 347-353.Halterman, J. S., Montes, G., Aligne, A., Kaczorowski, J. M., Hightower, A. D., & Szilagyi, P. G. (2001). School Readiness Among Urban Children With Asthma. Ambulatory Pediatrics, 1(4), 201-205.Kolbe, L. J. (2005). A Framework for School Health Programs in the 21st Century. The Journal of School Health, 75(6), 226.Lee-Bayha, J., & Harrison, T. (2002). Using school-community partnerships to bolster student learning (Policy Brief). San Francisco: WestEd.National Center for Children in Poverty. (2006). Children's Mental Health: Facts for Policymakers. New York: Columbia University Mailman School of Public Health.Richardson, J. W. (2006a). Public K-12 Federal Educational Policy: Battlecreek: The W.K. Kellogg Foundation.Richardson, J. W. (2006b). SBHC Policy Program: Public K-12 Grantee State Educational Policy: Battlecreek: The W. K. Kellogg Foundation.Richardson, J. W. (2007). Building Bridges Between School-Based Health Clinics and Schools. Journal of School Health, 77(7), 337-343.U.S. Department of Education - National Center for Education Statistics. (2006). The Condition of Education 2006 (Vol. NCES 2006-071). Washington, D.C.: U.S. Government Printing Office.

Selected References