New Mexico School Based Services Brief

…acasestudyon implementingschool-based healthandextendedlearningservices.

Publication# 2009-01January2009

IMPLEMENTINGSCHOOL-BASEDSERVICES: STRATEGIESFROMNEW MEXICO’SSCHOOL-BASEDHEALTHAND EXTENDEDLEARNING SERVICES

AshleighCollins,M.A., KristinAnderson Moore,Ph.D., andReneePaisano-Trujilloi

OVERVIEW

PractitionersandpolicymakersfromthroughoutNew MexicoconvenedinAlbuquerqueinMay 2008 for threeRoundtablediscussions on implementingschool-basedhealthservicesandextendedlearning opportunitiesinthestate.Severalof theRoundtableparticipantswereinvolvedintheNew Mexico CommunityFoundation’sElev8New Mexicoinitiative.Thisstatewideinitiativeispartof alargernational efforttobringtogethermiddleschoolstudents’extendedlearning,comprehensiveschool-based

health,anddirectfamilysupports andservicesintoacomprehensiveandholisticprogram.Thiscasestudy buildson initialwork conceptualizingthevalueof school-basedservices;outlinesthechallengesand strategiesfor implementingschool-basedservicesthatweresharedintheRoundtables;andhighlights suggestionsmadeby Roundtableparticipantsfor implementingtheseservices.

BACKGROUND

Thereisagrowing beliefamongout-of-schooltimeprogrampractitioners,educators,andresearchersthat childrenandyouthbenefitfromlearningopportunitiesthatoccurinmultiplecontexts,bothinsideand outsidetheformalschoolsetting.1School-basedhealthservicesor extendedlearningopportunitiescan establishstrong partnershipsamongschools, homesandcommunities,which,inturn,canfacilitate positive youthdevelopmentandeducationalachievement.2

WHATARESCHOOL-BASEDSERVICES?

For thepurposes of thisPractitionerInsightsbrief,school-basedservicesrefertotheplacementof comprehensiveserviceswithinschools. Theseservicescurrentlyincludefamilysupports (e.g.,social services),school-basedhealthcare,andextendedlearningopportunities.3

Whilethedefinitionofextendedlearningisstillemerging,thetermgenerallyencompassesvaried supervisedactivitiesdesignedtopromotelearningandpositivechildandyouthdevelopment beyondwhatisofferedduringthetraditionalschoolday.4Extendedlearningopportunitiesinclude before-andafter-schoolactivities,summerlearningopportunities,andout-of-schooltime programs.5,6

iDirector,Elev8New Mexico,New MexicoCommunityFoundation

WHATCHALLENGESDOSCHOOL-BASED SERVICESFACE?

In collaborationwiththeNew MexicoCommunityFoundation,ChildTrendsheldthreeRoundtable discussions on school-basedhealthservicesandextendedlearningopportunitieswithpractitionersand policymakersfromthroughoutNew Mexico.Participantsidentifiedanumberof challengesto implementingschool-basedservices:

Securingsufficientfunds.Roundtableparticipantsfeltthatschool-basedservicesandprogramswere oftenviewedas supplementalschoolactivitiesand,therefore,expendable.As aresult,policymakers wereless inclinedtoprovidefinancialsupport for theseservicesandprogramsinafundingcrunch. Thisperceptionof expendabilitycanjeopardizethesustainabilityof theseefforts.TheRoundtable participantsalsonotedthatinsufficientfundingcanresultinfactorsthatlowerprogramquality,such as restrictionson hiringstaff,low staffwages, andlimitedopportunitiesfor stafftraining.The participantsreportedthatlimitson behavioralhealthproviders,for example,restrictedtheavailability of school-basedbehavioralhealthservices.As aresult,manyschools couldonlyprovidebehavioral andmentalhealthservicesonetotwo timesaweek.

Sustainingyouthdevelopment.Thepolicymakerswho participatedintheRoundtablefeltthat,although out-of-schooltimeandeducationoptionsfor earlychildhoodwerebeingaddressedby localandfederal policy,arelativelylimitedlevelof support was availablefor childrenandyouthas theygrew older. Theybelievedthattherewas anurgentneedfor increasedpoliticalemphasison providingmental health servicesandyouthdevelopmentactivitiesduringthesecondaryschoolyears(bothmiddleand highschool)andduringstudents’transitionfromhighschoolintotheworkforce.

Maintainingeffectivepartnerships.Participantsnotedthechallengesof coordinatingwithvarious communityleaderstomaximizestudentandfamilyschool-basedprogramresources.In addition,the practitionersmentionedtheneedtoincreasetheinvolvementof schooladministratorsinschool-based programs.In theirview,such involvementwould leadtobettercoordinationof programandservice efforts,improvedalignmentof activitieswithin-classinstruction,andmoreassurancethatstudents couldreceiveschoolcreditsfor standard-basedextendedlearningactivities.

Recruitingprogramparticipants.Roundtableparticipantsreportedthatstigmamakesitespecially difficulttoattractstudentstobehavioralandmentalhealthservices.WhilesomeRoundtable participantshaveused fliersandnewsletterstoadvertiseschool-basedservices,theyfound such recruitmenteffortsunsuccessful,becausechildrenandyouthwereunlikelytokeepor readprinted materials.Furthermore,theparticipantsnotedthatacademicchallengesandfamilyresponsibilities hinderstudents’programparticipation.Studentswereunlikelytoparticipateinextendedlearning activitiesthatfocusedon academicconceptsthattheyfound challenging;andextensivefamily responsibilities(such as havingtotakecareof youngersiblings,preparedinner,or work toboost familyincome)preventedsomestudentsfromparticipating.

Recognizingfamilyneeds.One practitionernotedthatmanyparentswereworking fulltimeand,in somecases,overtime,makingitdifficultfor themtobeinvolvedinprograms.Otherpractitioners reportedthatsomeparentsfeltthattheextentof theirprograminvolvementwas tofeedtheirchildren andsend themtoschool.In addition,students’basicneedsalsoaffectedtheirprogramparticipation. Practitionersfound thatsomestudentsweresimplytoohungry tofocus on programactivities, underscoringtheneedfor studentstohavebasicneedssatisfiedbeforetheycouldtakefulladvantage of school-basedactivities.

Servingminoritypopulationssuccessfully.Participantsstressed theneedtoincludediverse

stakeholdersinprogramdecision-making.Theynotedthatthosewho wereunlikelytoattenddecision- makingmeetingsincludedrepresentativesfromruralareas,someNativeAmericancommunities,as wellas familymemberswho hadlimitedor negativeschoolexperiencesthemselves.In addition,

whileparticipantsnotedthatteachers’views weresometimessolicited,theydidnotfeelthatteachers’

inputwas generallytakenintoconsiderationinpolicydecisions.

Coordinatingefforts.Roundtableparticipantsreportedconflictingideason how toaddress youth programneeds.Also, differencesinstudents’specialneeds,race,ethnicity,andnativelanguages across New Mexicoschools havemadecoordinatingschool-basedservicesdifficult.One practitioner mentionedtheneedtosetclear,specificgoalstomaximizeprogramsuccess. Roundtableparticipants alsoexpressedconcernsaboutpolicychangesandschoolscheduling.Theynotedthatnew healthcare

legislationinNew Mexicoiicouldhaveanegativeeffecton school-basedhealthcarecosts, information,andservicedelivery.Further,someschoolschedulingrestrictions(for example,

practitioners’lackof authoritytoremovestudentsfromrequiredclasses)haveinterferedwith practitioners’abilitytoofferhealthservicesandprogramsflexiblytostudents.

Clarifying terminology.Roundtableparticipantsemphasizedtheneedtoclearlydefinetermsrelatedto school-basedservicesandprogramming.Participantsnotedtheunresolveddebateon whethertheterm “extendedlearning”referstorecreationalout-of-schooltimeprograms,school-basedenrichment activities,or aholisticapproachtoeducation.Theparticipantsbelievedthatonekeytogarnering support for “extendedlearning”andotherschool-basedserviceswas toagreeupon oneclear

definitionandsharethatdefinitionwithparentsandthegreatercommunity.

STRATEGIESFORIMPLEMENTINGSCHOOL-BASEDSERVICES

Roundtableparticipantsofferedanumberof suggestionsfor implementingschool-basedservices:

Constructschool-basedprogramstocomplementandmeetschoolgoalsandacademic standards.Participantsfeltthatextendedlearningopportunitiescouldbestrengthenedby aligning themwithschoolstandardsand/orthespecificconceptsthatstudentsarelearningintheirclassrooms. Theynotedthatsuch connectionstoschoolandclassgoalswould alsohelpextendedlearning programsgainmoresupport fromfunders andpolicymakers.

Enhance behavioral andmentalhealthprogramsbyimplementing evidence-based, butnon- traditional,methodsof youthdevelopment. Roundtableparticipantsreportedthatinsomesituations conventionalbehavioraltherapyisnotthebestapproach.Instead,participantsemphasizedtheneed

for alternativemodesof behavioralandmentalhealththerapy,such as:

¾ Mentoringchildrenandyouth.

¾ Offeringyouthdevelopmentactivitiesor instructionthatteacheschildrenandyouthpositive

ways torespond tolife’schallenges.

¾ Implementingpreventiveprogramming,whichcouldinclude:

•Informingschooladministratorsof behavioral/mentalhealthwarningsigns. For example,oneRoundtableparticipantmentionedsharingwithadministratorsthe warningsigns of depressionandpreventionstrategiesfor studentsatrisk of suicide aroundthewinterholidays,atimeof increasedsuiciderisk.

•Trainingteachersintechniquestopreventandmanageclassroombehaviorissues.

Ensure thatprogramofferingsattractstudents bybeingengaginganddiverse.Roundtable participantsagreedthatextendedlearningactivitiesbasedon studentinterestsincreasedthelikelihood

iiHealthcareAuthorityAct,HB 147

of students’participationandtheirinterestinlearning.Moreover,theyhavefound thatstudentswho selecttheirown activitiesaremorelikelytoparticipateinthem.

Diversifystudent recruitmentandretentionstrategies.Many Roundtableparticipantsreportedthat pastor currentstudentswho hadparticipatedintheprogramserviceswereeffectiveinrecruitingtheir peersthroughword of mouth.Theparticipantsalsosharedtheseadditionalthoughtsregarding

programrecruitmentandretention:

•Send anextendedlearningstaffmembertoP.E.,aclassallstudentsarerequiredtotake,to recruitprogramparticipants.

•Considermakingprogramparticipationmandatory.

•Providegiftcards,otherincentives,and/ortransportation.

•Providefood.

•Ask parentvolunteerstodistributeprogramfliersor shareprograminformation.Host “family nights”or communityeventstoshareinformationabouttheprogram.

•Besure toconveyprograminformationinayouth-andfamily-friendlyway.

Provideon-goingsupportforprogramstaff.Roundtablepractitionersmentionedthatprogramstaff membersareyoung—predominately18 – 25 yearsold—yetmanyhavedevelopedaninvaluable rapportwithprogramparticipants.However, thesestaffmemberscouldbeanevenstrongerassetand sustainableresourceifgivenqualitytraining.Participantsdiscussed theneedtosupport extended learningstaffmembersby increasingtheirpay,encouragingpositiverelationshipswithin-school

staff,andprovidingrelatedtraining.Offeringcompetitivepayandtrainingsupport couldhelpaddress staffshortagesandturnover.

Establish andmaintainpositiverelationshipswithstudents,schoolstaff,servicepractitioners, andfamilies.Roundtableparticipantsemphasizedtheneedtoincludestudents,parents,educators, andprogrampractitionersinthedecision-makingassociatedwithschool-basedservices.Participants sharedthefollowingapproachesfor developingpositiverelationshipswithschoolstaffandstudents’ families:

¾ Buildschoolrelationships.Strongschoolrelationshipswerecreditedwithenablingjointstaff trainingopportunitiesinwhichextendedlearningstaffcouldattendschoolprofessional developmentofferingsandteacherscouldparticipateinextendedlearningas program employees,staffcoaches,or advocates.Roundtablepractitionersfound thefollowingstrategies helpful:

•Informingschooladministratorsof progress madeby studentswho receivebehavioral healthservices.

•Creatinganddisseminatingahealthnewsletter.

•Presentinghealthinformationatschooladministrationconferences.

•Attendingschoolstaffmeetings.

•Meetingwithstafftodiscuss school-basedprogramprogress and/ortoplan collaborativeefforts.

¾ Buildfamilyrelationships.Roundtableparticipantsfound success inengagingfamiliesand communitymembersthroughstrategies,such as:

•Buildingrapportby sharingpositivefeedbackwithparentsabouttheirchildrenand emphasizingthatparentsarerespectedfor thesignificantrolethattheyplayintheir children’slives.

•Holdingaparentor familynightduringwhichchildrensharewithparents,other participants,andprogramstaffwhattheyhavelearnedfromprogramparticipation

•Sponsoring potluckdinners.

•Designating“parentoutreachambassadors”(or otherprogramstaff)toattendthe meetingsof out-of-schoolorganizationsinwhichparentsareinvolved.

•Offeringparent-specificprogramofferings,such as computerclasses,parenting classes,or schoolor programvolunteeropportunities.

•Providinginformationaboutextendedlearningknowledgefor parents,including materialaboutitsmeaning,value,andactivitytypes,inhopes of empoweringparents toadvocatefor such opportunitiesfor theirchildren.

•Buildingpositiverelationshipswithcommunityleaderswho havepreexisting relationshipswithparentsandfamilies.

•Makingsitevisitstotheplacesthatparentsfrequent,such as churchesor the laundromat.

•Havingstaffmemberswho speakparents’nativelanguage.

•Gettingprograminputfromparents.

In addition,becauseNew Mexicohas alargepopulationof retirees,Roundtableparticipantssuggested targetingretireesas potentialvolunteersinschool-basedprogrammingefforts.

Sharerelevant researchresultswithpolicymakers andfunders toaddress theirinterests, constituents,andconcerns.Roundtableparticipantsagreedthatthereareseveralissues thatshould beaddressedatthepolicylevel,such as ensuringstaffqualifications,professionaldevelopment, appropriatewages, andthevalueof extendedlearning.Participantsfeltthatresearchon thepositive effectsfor studentsof school-basedservices,such as extendedlearningandhealthservices,would

gainthesupport of policymakersandfunders. In addition,severalparticipantscitedtheestablishment of cleargoalsandacleardefinitionfor extendedlearningoutcomesas necessaryprecursors to solicitingresourcesandadditionalfundingfor extendedlearningopportunities.

CONSIDER THESESTRATEGIESFORIMPLEMENTINGSCHOOL-BASEDSERVICES

Constructschool-basedprogramstocomplementandmeetschoolgoalsandacademic

standards.

Enhance behavioral andmentalhealthprogramsbyimplementing evidence-based, but

non-traditional,methodsof youthdevelopment.

Ensure thatprogramofferingsattractstudents bybeingengaginganddiverse.

Diversifystudent recruitmentandretentionstrategies.

Provideon-goingsupportforprogramstaff.

Establish andmaintainpositiverelationshipswithstudents,schoolstaff,service

practitioners,andfamilies.

Sharerelevant researchresultswithpolicymakers andfunders toaddress interests,

constituents,andconcerns.

CONCLUSION

Many benefitscanbeassociatedwiththeeffectiveimplementationof school-basedservices.In fact,the Elev8New Mexicoinitiativeiscurrentlyworking towardextendingitsschool-basedserviceeffortsto more fullyintegratecomprehensiveservicesprovidedtomiddleschoolstudentsandtheirfamilies.As the implementationof school-basedintegrationof servicesisunderway inNew Mexicoandotherpartsof the country,acontinuedneedexiststoraiseawarenessof thepotentialvalueof such services.Heightened awarenessisvitaltogeneratingincreasedadvocacyfor effectiveservicesfor childrenandyouth.The frontlinestaffandpolicymakersinNew Mexicowho participatedintheRoundtablessharedsomeof the

challengesandstrategiesfor school-basedhealthandextendedlearningopportunitiesinschools. Their experiencesandideascaninformotherschool-basedservicesandintegrationefforts.

ADDITIONAL RESOURCES

Thefollowingresourcesprovidemoreinformationon theintegrationof school-basedservicesinschools andhow toimplementitinyour schoolor out-of-schooltimeprogram:

Bandy,T.,Burkhauser,M.,Collins,A. andMetz,A. (2008).TheRoleof Organizational ContextandExternalInfluencesintheImplementationof Evidence-BasedPractices. Washington,DC:ChildTrends.

Thisreportincludesasectionon systems-levelpartnershipsandsharedinformationon evidence- basedpracticesas wellas bestpracticestrategiesfor externalpartnerstosupport program implementation.

Blank,M.,Melaville,A., andShah,B.(2003). MakingtheDifference:ResearchandPractice inCommunitySchools.Washington,DC:Coalitionof CommunitySchools.

Thisreportoffers researchandbestpracticesfor implementingschool-basedintegratedprograms.

Grossman,J.,andVang,Z.(forthcoming). TheCaseforSchool-BasedIntegration of Services.

Philadelphia,PA: Public/PrivateVentures.

Thisbriefoffers anoverviewof school-basedintegration,includingitsbenefitsandexamplesof itsimplementation.

REFERENCES

1Grossman, J. &Vang, Z.(forthcoming).TheCasefor School-BasedIntegrationofServices.Philadelphia,PA: Public/PrivateVentures.

2Ibid.

3Ibid.

4Wright,E.(2005).Supportingstudentsuccess:Agovernor’sguidetoextralearningopportunities.Washington,DC: NationalGovernors Association.

5Ibid.

6Grossman,J.Vang,Z.(forthcoming).

SUPPORTED BY:TheAtlanticPhilanthropies

4301 ConnecticutAve, NW, Suite350, Washington,DC 20008,

Child Trends is a nonprofit, nonpartisan research center that studies children at every stage of development. Its missionistoimproveoutcomesforchildrenbyprovidingresearch,data,andanalysisto thepeopleandinstitutions whosedecisionsandactionsaffectchildren.ForadditionalinformationonChildTrends,includingacompleteset ofavailableResearchBriefs,visitourWebsiteat

100 key indicators of child and youth well-being, visit the Child Trends DataBank at Forsummariesofover300experimentalevaluationsofsocialinterventionsfor children,visit