Comprehensive Health and Wellness Plan...2018/09/07 · Robert Webb, Wellness Co-coordinator Kirsten Whitmer, Wellness Co-coordinator Monte Vista School District | September 7, 2018

Comprehensive Health and

Wellness Plan

Monte Vista School District | September 7, 2018 1

Monte Vista School District

2018-2023


TABLE OF CONTENTS

Purpose 3

Summary of Planning Process 3

WSCC Model 4

How We Got Started 6

Who Was Involved 6

Our Task Force 8

Assess: Determining Health Priorities 9

Identify: Selecting Evidence-Based Practices Error! Bookmark not defined.

Make it Happen: Planning for Implementation Error! Bookmark not defined.

Our WSCC Vision 23

Our Health Priority Areas & Areas for Improvement 23

What We Will Keep Doing 24

New Practices to Implement 25

Champions & Support Teams 33

Partnerships & Assets 33

Implementation Guidance 34

Communicating the CHWP 35

Evaluation & Accountability 35


BACKGROUND

Purpose The purpose of the District Comprehensive Health and Wellness Plan is to:

● Promote comprehensive health and wellness for Monte Vista students and staff

● Identify district health and wellness priorities.

● Select evidence-based practices to implement.

● Put mechanisms in place to ensure the success of our plan.

Summary of Planning Process

AIM-XL AIM-XL is a strategic planning process developed by the Center for Rural School Health & Education in

the Morgridge College of Education, University of Denver. During AIM-XL, a district Task Force

composed of key stakeholders in the school and community Assess student needs and best practices in

schools, Identify best practices to implement, and Make it Happen by creating a Comprehensive Health

and Wellness Plan (CHWP).

The Monte Vista School District was first introduced to AIM-XL when we teamed with the Rocky

Mountain Prevention Research Center (RMPRC) over ten years ago. John Naranjo, a leader on our

current Task Force, served on the RMPRC’s board in 2005. With the support of then-elementary

principal Kristin Steed, the District participated in the RMPRC’s School Environment Project.

Initially, the District served as a control group for the study. Later we participated, using the AIM-XL

process to select and implement best practices such as recess before lunch and daily physical education.

Through the efforts of our District Wellness Committee, we received a Colorado Legacy Foundation grant

to continue our efforts. We adopted the SPARK physical education curriculum districtwide and

continued, through a the wellness committee, implementing wellness best practices district-wide.

In 2011-13 the District then participated in the HELM (Healthy Eaters Lifelong Movers) project. HELM

included the use of the AIM-XL strategic planning process for increasing physical activity and healthy

eating opportunities in school via environment and policy change.

Several of our Task Force members were familiar with AIM-XL because of their past participation in

these wellness initiatives.


Community Input

Involving the community is an essential part of developing a Comprehensive Health

and Wellness Plan. Community input opportunities are provided throughout the planning process to share

progress, understand community needs, and ensure the voices of students, parents, staff, and community

members are included in the Comprehensive Health and Wellness Plan. Involving the community in the

planning process ensures support for changes and helps leverage services from local agencies within the

schools.

Our District has a rich history of partnerships with community organizations. Superintendent Robert

Webb has been a member of the San Luis Valley Interagency Oversight Executive Committee for six

years, currently serving as the chair of the IOG. This ongoing leadership has helped the District create

strong working relationships with local agencies including Rio Grande County Department of Social

Services, Public Health, the Center for Restorative Practices and San Luis Valley Behavioral Health.

Liaisons from the Center for Restorative Practices and San Luis Valley Behavioral Health support our

staff and student needs through ongoing partnerships and regular presence in each of our buildings. The

District also has a strong working relationship with the Monte Vista Police Department.

Our counselors have provided supervision for Adams State University counseling interns and we are

currently working with the Adams State University Counselor Education Department Head to create a

partnership that will extend services we can offer to staff and student mental health needs.

Our School Board also provides strong community connections with representation from Adams State

University and San Luis Valley Health, our agricultural base and the Monte Vista Education Foundation a

501 (3)(c) that provides scholarships and funds for innovative school initiatives.

Assessment Data

In addition to community health data and other sources collected by the district, the AIM-XL process uses

student-level information (Healthy Kids Colorado Survey) and school-level data (Smart Source) to inform

decision- making.

WSCC Model The Whole School, Whole Community, Whole Child (WSCC) model

The WSCC Model, developed by ASCD and the CDC, promotes a collaborative and coordinated

approach to student health and academic achievement. We can achieve the goal of students who are

healthy, safe, engaged, supported and challenged through attention to 10 component areas: health

education; physical education & physical activity; nutrition environment & services; health services;


counseling, psychological, & social services; social & emotional climate; physical

environment; employee wellness; family engagement; community involvement.

Why WSCC? Research indicates that attending to children’s social, mental, and physical health leads to

positive academic outcomes. In

turn, children who succeed

academically are more likely to

engage in healthy behaviors and

see positive health outcomes as

adults.

Our goal is a healthy, safe,

engaged, supported, and

challenged student.

In applying the WSCC model, we

work to achieve this goal by

engaging in a comprehensive

review of how our district can help

students’ needs.

This process aligns well with the

Monte Vista School District

Mission: “To inspire the

pursuit of excellence, one student

at a time,” and our Vision: “To

achieve educational

excellence by preparing

students, parents, staff, and community members for the future.”


THE STORY

How We Got Started In the fall of 2015 the we created a district-wide team of staff members who would promote physical and

emotional wellness for all staff and students. The Wellness Team was charged with developing

understanding around and activities intended to energize the staff in order to reduce the effects of stress

working with students in a high poverty chaotic world. The Team met during collaboration days

throughout that year. There were several successful challenges issued to staff, but it became quickly

apparent that without a point person to coordinate more of what was needed, this initiative gradually

diminished in effectiveness. Early in 2016, our superintendent presented the Team with the idea of

partnering with personnel from the Center for Rural School Health & Education (CRSHE) to apply for

planning funding from the The Colorado Health Foundation (TCHF). After receiving TCHF funds in

2017, we hired a Wellness Coordinator who, aided by CRSHE, facilitated our district through the AIM-

XL process to develop a Comprehensive Health and Wellness Plan.

Who Was Involved

First Grade Teacher Kirsten Whitmer, Middle School Teacher and A.D. John Naranjo, Early Childhood

Principal Kristin Steed, Superintendent Robert Webb, and other members of the District Wellness

Team, worked with personnel from CRSHE to create a budget for the grant submission to The

Colorado Health Foundation.

CRSHE provided several levels of support for our comprehensive health and wellness planning process:

● Grant writing and financial administrative assistance

● AIM-XL facilitation

● Wellness Coordinator trainings

● Technical assistance throughout the planning process

● Networking with health and wellness agencies and other school districts engaged in a similar

program development process


Peggy Haslar, Wellness Co-coordinator Shirley Berg, AIM-XL Facilitator

Robert Webb, Wellness Co-coordinator Kirsten Whitmer, Wellness Co-coordinator


Our Taskforce We convened a district-level Taskforce to develop our CHWP.

We followed the WSCC model to ensure that we had a representative from each of the 10 health

components on our Taskforce. We also included members from each of our key stakeholder groups,

including students, teachers, support staff, administration, parents, and community organizations.

Member Name Role/ Title

Kirsten Whitmer Co-coordinator, First Grade Teacher

Peggy Haslar Co-coordinator, Elementary Counselor

Robert Webb Co-coordinator, Superintendent

Orlando DeHerrera Team Member, Physician and School Board Member

Fae Aragon Team Member, Parent

Angela Montoya Team Member, Kindergarten Teacher

Vickie Welch Team Member, Elementary Physical Education Teacher

John Naranjo Team Member, Middle School Athletic Director and

Physical Education Teacher

Devon Davey Team Member, Alternative School Teacher

Briana Villagomez Team Member, School Nurse

Parker Randolph Team Member, High School Student Leader

Emily Brown Team Member, Public Health Nurse

Monica Dunbar Former Wellness Coordinator


Assess: Determining Health Priorities

1) We looked at data on student health to determine health priorities. To ensure we understood all of the challenges and opportunities facing us we looked at the following

sources of data to determine the top health priorities in our district:

➔ 2017 Healthy Kids Colorado Survey Report

➔ Supplemental child and adolescent data from the Colorado Department of Public Health and

Environment (CDPHE)

➔ County-level health data from the Colorado Department of Public Health and Environment

(CDPHE)

➔ Panorama social and emotional learning student data

2) We solicited community input on health priorities.

We collected input from the school and greater community regarding seeking to identify common

physical, social, and emotional concerns that would then become the focus of our plan.

Our solicitation of ideas from the community included the following:

➔ Administration of a survey, a listening session, and numerous face-to-face conversations all with

the purpose of extending our coverage and clarifying the collective concerns.

➔ 90 district staff members, 11 parents, and 6 community members completed the survey. One

listening session was held with 15 high school students who were asked opened ended questions

about a variety of teenage wellness topics.


➔ Key takeaways from the listening session included students prioritizing drug

use, mental health support, and physical activity as the top three foci for the

wellness plan.

➔ The staff survey explained the work we are trying to accomplish as a Taskforce. We received

input from 37% of the full-time staff (4 principals, 35 teachers and 10 other staff members) who

helped us identify our top concerns by ranking their level of support for best practices the

Taskforce had identified using the Smart Source. They also prioritized their concerns and by

ranking the feasibility of select best practices. This feedback enabled us to confidently select

mental health, substance abuse and physical activity as our three focus areas.

Assess Meeting Photos




Identify: Selecting Evidence-Based Practices

1) We reviewed the status of EBPs in our district to identify those that were

most important.

● Using the Smart Source report we reviewed the Evidence-Based Practices (EBPs) for each of the

10 WSCC component areas to learn what was already in place in the district as well as where

there were opportunities to make changes.

● We noted practices we could implement that would help us achieve our WSCC vision and/or

address our health priorities while maintaining a comprehensive approach.

● We selected from practices that were evidence-based using the Smart Source survey report

derived from our five District Schools: Monte Vista High School, Delta Center/Byron Seyring

Online Academy alternative school, Monte Vista Middle School, Bill Metz Elementary School

and Marsh Elementary School (Early Childhood Center).

● Reviewing the Smart Source allowed our team to celebrate the progress Monte Vista Schools has

already achieved through our previous involvement with the AIM-XL model as we implemented

Healthy Eaters Lifelong Movers in 2011-2013. In addition, Monte Vista adopted Positive

Behavior Interventions and Supports in 2010 and established a partnership with our local Center

for Restorative Programs through a Colorado Department of Education Expelled and At-Risk

Student Services Grant in 2013. Our district began Breakfast After the Bell before it became a


mandated practice, implemented daily PE for students grades K-12 and

adopted My School in Motion for all elementary students.

● Based on practices already in place, our Taskforce worked in small groups organized by health

priority to determine which practices aligned to our health priorities.

● Where possible, we identified practices that aligned with multiple health priorities. In total, we

came up with a list of 21 recommended practices to bring to the community for feedback.

2) We solicited community input about the feasibility of select EBPs.

We looked into the feasibility of changes (through community input and research) to decide which

practices to include in our plan. Our efforts included the following:

Partner How they might help Adams State University Counseling department interns (Department of

Counselor Education) Professional development assistance for teachers (Department of Teacher Education)

SLV Behavioral Health Group Training teachers and help with other Mental Health best practices

Rio Grande Public Health CPR / First Aid training Integrated Nutrition Education Program Promote healthy eating in the schools SLV BOCES RISE program curriculum Hospital/Clinics CPR / First Aid training

Oral health Center for Restorative Programs Training in and support for restorative justice

practices within the District SLV Joint Interagency Oversight Group Social welfare multi-agency Coordination CIGNA Health Insurance Incentives to use towards staff wellness Wolf Creek & Sand Dunes Pool Skiing and swimming programs City of Monte Vista Home Liaison/SRO Caring for Colorado Foundation Support for our internship partnership with Adams

State University

● We investigated feasibility by administering a survey and listening sessions to gauge the support

of EBPs we thought were highly important for addressing our health priorities.

● 35 teachers, 10 other staff members, and 4 principals completed the survey.

● Key takeaways include high support for Counseling and Mental Health EBPs, low support for

practices that pertained to Nutrition, and mixed support for practices pertaining to Health

Services.

● Each task force member interviewed one or more community leaders representing local agencies

who could recommend practices and supports for our selected priorities. Adams State University

Counselor Education Department, SLV Health, Rio Grande County Department of Social

Services, Rio Grande County Public Health, Integrated Nutrition Education Program, Center for

Restorative Practices the and Trinidad State University all provided input that impacted our focus.


3) We finalized which EBPs to include in our plan based on

community input. The categories emerging from this process

included the following:

● General Health Policies and Practices

● Nutrition

● Physical Education/Physical Activity

● Health Education

● Health Services

● Counseling, Psychological, Social Services

● Family, Community, Student Involvement

● Staff Health Promotion

Identify Meeting Photos



Make it Happen: Planning for Implementation

1) We set the stage for successful implementation of EBPs. We reviewed implementation guidance, determined champions, completed planning for action sheets for

each EBP, and created an implementation timeline.

➔ Members of our Taskforce volunteered to champion most of the practices. The wellness

coordinator recruited members of the school community to champion the three practices that were

remaining.

➔ We created our implementation timeline based on the date we hope to initiate the practices

according to the Implementation Guidance. This is the date when we anticipate being ready for

full implementation of each specified practice. We agreed that for all practices we would initiate

the “Get Ready” phase of implementation in the Fall of 2018.

2) We planned next steps for our CHWP. Volunteers Kirsten Whitmer and Peggy Haslar agreed to support coordinator Monica Dunbar and

Superintendent Robert Webb in drafting, revising, and finalizing our CHWP.

Monica, Peggy and Bob attended the AIM-XL Wellness Coordinator Training May 24, 2018.


Because Monica was not able to extend her term as District Coordinator, Bob met

with Kirsten and Peggy and made a plan for how and when each step would be completed and agreed to

serve as tri-coordinators for the duration of the planning phase WISH process.

Our checklist included the following:

● Mr. Webb worked with the District lead accountant to complete and submit quarterly budget

report to Shirley.

We developed a plan for sharing the final CHWP with stakeholder groups including the following:

● School Board--Bob presented plan to board members on August 16, 2018 at thier regular monthly

meeting. Additional updates will be presented as the plan unfolds.

● Staff--We will create a promotional webcast for district staff

● SLV Interagency Oversight Group--Peggy will attend August meeting and report to agency SLV

agency representatives

● Community--Webcast will be made available on District website and Facebook page, Bob will

contact radio station and newspapers for interviews and promotion

● Bob, Peggy, and Kirsten will complete a rough draft of the CHWP

● We will get feedback on the draft of CHWP from Taskforce and key stakeholders

● Bob, Peggy, Kirsten and the Taskforce will finalize the CHWP

● Prepare to present accomplishments at the final AIM-XL Wellness Coordinator Training

● Complete and submit quarterly budget report to Shirley

Sharing the CHWP Groups to Reach How When Who All district staff Year-by-year

Welcome Back event Webcast

August, 2018 Bob Webb

School Board Year-by-year Board meeting agenda item


Students Webcast Year-by-year Online


Community & Parents

Website Posting Radio Newspaper Year-by-year


ASU Year-by-year Zoom meeting

May, 2018 Bob Webb Peggy Haslar Kirsten Whitmer

ISST (Individualized Year-by-year August, 2018 Peggy Haslar


Service and Support Team of the San Luis Valley Interagency Oversight Group)

Meeting agenda item


Make It Happen Meeting Photos




OUR PLAN The plan is designed to address the priority areas determined by our taskforce through evidence-

based practices aligned with the WSCC health components.

Our WSCC Vision

Every student in our district will utilize the skills and knowledge acquired to choose a healthy, engaged and compassionate lifestyle.

Our Health Priority Areas & Areas for Improvement

1. Mental Health

● Decrease the percentage of students who have ever considered/attempted suicide.

● Decrease the percentage of students who have felt sad or hopeless almost everyday for

2+ weeks in a row.

● Decrease the percentage of students who have been bullied in school property.

● Decrease the percentage of students who have been bullied electronically.

● Decrease the percentage of students who reported 3+ hours/day of total screen hours.

● Decrease the percentage of students who have purposefully inflicted harm on

themselves.

● Decrease the percentage of students who have been involved in physical fights (1+ in

past year).

2. Substance Abuse

● Decrease the percentage of students who have ever used an electronic vapor product

(tobacco).

● Decrease the percentage of students who drank 1+ alcohol drinks in the past 30 days

● Decrease the percentage of students who have had 4+ (girls)/5+ (boys) drinks in a row

on 1+ days during the past 30 days.

● Decrease the percentage of students who have used marijuana 1+ times in life.

● Decrease the percentage of students who have tried marijuana before age 13.

● Decrease the percentage of students who have used marijuana 1+ times in the past 30

days.


● Decrease the percentage of students who have ever used cocaine.

● Decrease the percentage of students who have ever sniffed glue (to get high).

● Decrease the percentage of students who have ever used prescription drugs (without

prescription).

● Decrease the percentage of students who have ever used heroin or methamphetamines

(Need baseline data on heroin and methamphetamines).

● Decrease the percentage of students who were offered, sold, or given any illegal drugs

at school in the past 12 months.

3. Physical Activity

● Increase the percentage of students who are active 60 minutes on 5+ of the past 7 days.

● Decrease the percentage of students who reported 3+ hours/day of total screen time.

● Decrease the percentage of students who are overweight.

● Decrease the percentage of students who are obese.

● Decrease the percentage of students who felt sad or hopeless almost every day for 2+

weeks in a row.

WHAT WE’LL DO

What We Will Keep Doing Our district has many evidence-based practices already in place that coordinate with the WSCC

Model. We will continue to support these practices. Our district is particularly proud of the

following:

➔

➔ District Wellness Team comprised of an administrator and representatives from all

schools, meets bi-monthly and will continue to do so. Ongoing work has been done to

review policies, develop activities to promote staff wellness, physical fitness and stress

reduction to staff, students, and families.

➔ Student truancy and chronic absentee program very effective and will continue in

partnership with the Center for Restorative Programs (CRP) and is now being sustained

by staff in each building.


➔ All schools regularly administer school climate surveys to staff,

students and parents/guardians to ensure 360 degree feedback on a

variety of wellness topics.

➔ Every year for at least the past 12 years all secondary schools have administered the

Colorado Healthy Kids Survey and use the data for planning interventions for in areas of

concerns.

➔ All schools participate in a Breakfast After the Bell and hot lunch programs as well as

filtered water fountains that accommodate bottles of water for students and staff.

➔ Physical education classes are required at every grade level, with elementary students

having classes every day. K-8 students all have regularly scheduled recess time every

day. All classes utilize the SPARK curriculum and meet or exceed the minimum

movement time called for in this curricular model and are assessed on their participation.

➔ Each building has a full-time on-site school counselor who provides curricula according

to the American School Counselor Association National Model.

➔ A formal crisis preparedness, response, and recovery plan is in place district-wide. Staff

receives ongoing preparedness training in Standard Response Protocol through the I Love

U Guys Foundation.

➔ Expand existing partnership with Assured Benefits Partners and CIGNA health

New Practices to Implement The following timeline outlines practices we have chosen to implement, who will make sure the work

gets done (champion), and when we would like to have it in place.

Year 1 Year 2 Year 3 Year 4 Year 5

Champion/s Practice to Implement

F 18

S 19

F 19

S 20

F 20

S 21

F 21

S 22

F 22

S 23


General Health Policies and Practices

Kirsten Whitmer

3. School wellness team engages in a

variety of activities to move health and

wellness agenda forward

● (a) Identified student health

needs based on a review of

relevant data

F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23

Nutrition

Donna Maestas 10. School uses a variety of strategies to promote healthy eating inside the cafeteria ● (g) Schools can collaborate with INEP for cooking classes/funding a garden ● (j) Elementary has salad bars that are not in use

F

18

S

19

F

19

F

20

S

21

F

21

S

22

F

22

S

23

Physical Education/Physical Activity


Vickie Welch 10. School uses a variety of strategies to promote physical activity ● (d) Intramural sports or physical activity clubs

F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23

John Naranjo and Peggy Haslar

14. School practices and policies protect recess time ● Recess is never taken away as a punishment for misbehavior F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23

Health Education

Emily Brown

2. Time scheduled for health education

is sufficient at each grade level

● At least 60 minutes of health

education minutes offered per

week per elementary student

● At least 30 minutes per session

of elementary-level health

education

● At least 120 minutes of health

education offered per week per

secondary student

● At least 45 minutes per session

of secondary health education

F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23


Emily Brown 4. Health education staff receive professional development/training annually related to health education ● Health education teacher ● Physical education teacher ● Science teacher ● Non-science classroom teacher ● School counselor ● School nurse

F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23

Emily Brown

6. Health education program follows a curriculum ● Instruction/curriculum aligned to the health education standards ● Unit and lesson plans to guide instruction ● Objectives that are observable and measurable ● Units and lessons that provide opportunities for practicing health-related skills F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23

Emily Brown

9. Comprehensive set of health topics are taught in school (including through a health education course, other courses/subject areas, or school assemblies or events) ● Healthy eating ● Physical activity ● Personal hygiene ● Oral health ● Mental and emotional wellness ● Alcohol, tobacco, and other drug abuse prevention ● Unintentional injury protection ● Violence prevention ● Suicide prevention ● Human sexuality/sexual health education ● Stress management F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23

Health Services

Brianna Villagomez

6. School conducts screenings and

referrals every year

● (c) Oral health screenings occur regularly and capture all students, including new students

● ( d) BMI screenings occur

F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23


Brianna Villagomez

7. School has procedure to follow up on

health referrals

● (c) Oral health problems

● (d) BMI problems

F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23

Counseling, Psychological, Social Services

Robert Webb Peggy Haslar

1. Mental health professionals are

present at school for recommended

hours each week

● The number of psychologist FTE(s) match a provider to student ratio of 1:500 (1-40 hours, depending on the size of the student body). For the purposes of this report, any access is considered a best practice.

● The number of social worker FTE(s) match a provider to student ratio of 1:250 (1-40 hours, depending on the size of the student body). For the purposes of this report, any access is considered a best practice.

F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23

Peggy Haslar Fae Aragon

2. Staff members regularly receive

training on how to identify and support

students with social, emotional, and

behavioral health needs

● Teachers

● Administrators

● Coaches

● Health aides, health

paraprofessionals

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23



4. School conducts annual screening to

assess the social, emotional, and

behavioral health needs of all students to

determine whether they require

individual intervention services

F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23


5. School provides opportunities for all

students that develop the knowledge,

attitudes, and skills for student social

and emotional wellness

F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23

Peggy Haslar Fae Aragon Kirsten Whitmer

6. School provides school-wide supports

for modeling, practicing, and reinforcing

prosocial behavior

F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23

Peggy Haslar Fae Aragon Kirsten Whitmer

8. School has class(es) for identified

students in need of social, emotional,

and behavioral health supports

● Has class(es) for identified students in need of social, emotional, and behavioral supports (e.g., Advancement Via Individual Determination (AVID), Healthy Environment And Response to Trauma in School (HEARTS)

F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23

Robert Webb Peggy Haslar

9. Teachers and other staff receive

training on how to respond to an

individual student in crisis

F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23


Healthy and Safe School Environment Social & Emotional Climate + Physical Environment

Family, Community, Student Involvement Community Involvement + Family Engagement + Student Engagement

Nancy Molina 3. School collaborates with

organizations in developing or

coordinating health activities/ programs

for students

● (a) Local health department

● (b) Parks and recreation

department

● (c) Hospital

● (d) Health clinic

● (f) Mental health center

● (i) Nonprofit (e.g., YMCA) ● (j) Faith-based group ● (k) College or university

F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23

Nancy Molina 5. School uses a variety of strategies to

engage parents/ guardians and families

in school health programs and activities

● (a) Gathers feedback and input from families on health and wellness activities

● (c) Provides families with information on school health policies, strategies, and services

● (d) Hosts school health activities for families (e.g., cooking classes, yoga, or Zumba classes)

F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23


Peggy Haslar

6. School obtains input from students

about components of school health

● Health (including sexual health) education

● Counseling, psychological, and social services

● The school’s physical environment

● School culture and climate

F

18

S

19

F

19

S

20

F

20

S

21

F

21

S

22

F

22

S

23

Staff Health Promotion

Kirsten Whitmer 5. School staff have opportunities to

participate in a variety of employee

wellness activities

● (c) Stress management activities ● (e) Healthy food-related

activities (e.g., cooking classes, taste testing, nutrition education)

● (f) Physical activity (e.g., providing physical activity breaks during meetings, walking programs, encouraging use of non-motorized transportation)

● (g) First Aid/CPR training ● (i) Counseling for emotional

disorders such as anxiety or depression

● (j) Crisis intervention for personal problems

F

18

S

19

F

19

S

20

F

20

F

21

S

22

F

22

S

23


HOW WE’LL DO IT

Champions & Support Teams Our team will stay organized by designating champions and support teams for each change.

➔ The champion’s role is to make sure things continue to move forward to ensure a given change is

implemented in schools.

➔ The support team helps implement practices in the schools.

➔ Each evidence based practice has at least 1 champion. New champions will be recruited to assist

with action planning and implementation. Champions will be responsible for overseeing the

action planning process, convening a support team to assist with action planning and

implementation, and providing updates to stakeholders.

➔ Co-coordinators will assist champions in recruiting support team members based on who will be

involved in carrying out the practice at the schools. Support teams will help the champion to

create and execute plans for implementing practices.

➔ Champions will regularly update the wellness coordinators about progress being made. They will

also report to the Taskforce during annual meetings.

Partnerships & Assets In order to implement new evidence-based practices, we will draw on existing partnerships, assets, and

initiatives already happening in our community and schools. Key initiatives, organizations, and groups

that fall under this category are:

➔ San Luis Valley Interagency Oversight Group

➔ Adams State University - Counseling Department

➔ SLV Behavioral Health Group - Teacher Trainings (Mental Health)

➔ Rio Grande Public Health - CPR/First Aid Trainings

➔ Center for Restorative Programs

➔ SLV BOCES - RISE Curriculum

➔ Hospital/Clinics - CPR/First Aid Trainings, Oral Health

➔ Integrated Nutrition Education Program - Healthy Eating Curriculum in Schools

➔ Health Insurance - Incentives for Staff Wellness

➔ Wolf Creek and Sand Dunes Swimming Pool - Skiing and Swimming Programs

➔ City of Monte Vista


Implementation Guidance

This checklist provides prompts based on implementation science that will help us think through the

details of successful implementation. This checklist can be applied to any changes to the health

component areas.

Step 1: Get Ready ➔ Designate champion to lead effort

➔ Assemble team of change makers to support implementation

➔ Put in writing what the practice is, how it will look in action, and how it will change existing job

descriptions

➔ Get district leadership on board and get approval to make the change

➔ Communicate about the practice with students, parents, and staff

➔ Collect feedback and ideas from those who will use the practice and those who will put it into

action

➔ Research options for materials and equipment, including options that will provide access for all

participants

➔ Assess existing spaces and plan for appropriate usage

➔ Determine staffing needs and make a plan for how the district will meet them

➔ Collaborate with existing committees, programs, and departments within the district

➔ Establish partnerships with organizations or programs in the community

➔ Determine funding requirements and pursue external funding

Step 2: Get Set ➔ Acquire necessary funding

➔ Select and purchase materials and equipment

➔ Allocate space and/or make changes to the school environment in order to accommodate

implementation of new practices

➔ Make arrangements to ensure adequate staffing (e.g., re-allocating duties, increasing FTE, and/or

hiring additional staff)

➔ Recruit and train initial group of implementers to pilot the practice on a small scale

➔ Implement practice with pilot group

➔ Evaluate implementation and outcomes of pilot group and revise strategy based on results

Step 3: Go ➔ Provide initial training required to implement the change for all staff

➔ Communicate about new practices with parents, students, staff, community members, etc.

➔ Gather feedback about how implementation is going from students, parents, and staff

➔ Celebrate accomplishments (e.g., kickoff event, spirit week, contest, assembly)

Step 4: Keep It Going ➔ Continually revise and update implementation based on feedback and evaluation


➔ Provide ongoing training required to implement the change for all staff

➔ Revise employee job description(s) to include new responsibilities

➔ Implement a written school or district policy to support the practice

Communicating the CHWP

Our team will communicate the CHWP to school personnel, students, parents, and other

community stakeholders. Our plan for communicating the plan is as follows:

➔ The CHWP will be promoted at the district staff welcome back event in August, followed by a

webcast sent to all staff members.

➔ Superintendent Bob Webb will discuss the CHWP at the August school board meeting at the

Monte Vista Board of Education. And will look for and present to other community

organizations, such as Kiwanis, Rio Grande Economic Development Council, and etc.

➔ Students, community, and parents will be informed through announcements, webcasts uploaded

to the District website and Facebook page, and local radio stations and newspapers.

➔ Peggy Haslar will share with community agencies of the Interagency Oversight Group (IOG).

Evaluation & Accountability

We will monitor the implementation of this CHWP by developing a schedule for reconvening

as a group and continuing to evaluate student health and school-level EBPs in the district. Our plan for

continued evaluation and accountability is as follows:

➔ We will continue to collect health-related data for our district using Healthy Kids Colorado

Survey and Smart Source Survey. The the Healthy Kids survey will be administered every two

years beginning with the Fall of 2019. We will administer the Smart Source Survey in the Spring

of 2020 (the second year of implementation).

➔ The Taskforce will convene to review the CHWP and update the plan every spring through 2023.

➔ During meetings the Taskforce will review Healthy Kids Colorado Survey data, looking

specifically at areas targeted for improvement in the CHWP for each health priority.

➔ The Taskforce will review Smart Source Survey data to determine the status of EBPs. Champions

will provide further information to Taskforce members about progress related to specific

practices.

➔ Updates and revisions to the CHWP will be conveyed to the school community after each

meeting.

Monitoring the CHWP Evaluate Progress Review Progress Who Bob Webb, Peggy Haslar, Kirsten Implementation Team (AIM XL


Whitmer and selected Taskforce members

Taskforce)

What Data from HKCS, Community Health Data, Smart Source Survey

CHWP, Targeted Health Priorities and Areas of Improvement

When Fall Yearly

➔ We will continue to collect health-related data for our district using Healthy Kids Colorado

Survey and Smart Source Survey. These surveys are administered every two years. We will

continue to review community health data as it is released.

➔ The Taskforce will reconvene to review the CHWP and update the plan every fall through 2021.

➔ During meetings the Taskforce will review Healthy Kids Colorado Survey data, looking

specifically at areas targeted for improvement in the CHWP for each health priority.

➔ The Taskforce will review Smart Source Survey data to determine the status of EBPs. Champions

will provide further information to Taskforce members about progress related to specific

practices.

➔ Updates and revisions to the CHWP will be conveyed to the school community after each

meeting.

Documents

Comprehensive Health and Wellness Plan...2018/09/07 · Robert Webb, Wellness Co-coordinator Kirsten Whitmer, Wellness Co-coordinator Monte Vista School District | September 7, 2018