Starting a SHAC in your Independent School District

According to the Texas Department of State Health Services’ SHAC—A Guide
for Texas School Districts:

Texas is among the many states that mandate SHACs.  Research suggests that collaboration among families, communities, and schools is the most effective approach for prevention and intervention.

If your school district does not have a SHAC, here are some steps you can take to begin one:

• Review established school district procedures for advisory councils.

• Gather three to five interested people to define shared perceptions about the need for a SHAC.
   

• Establish the general purpose and major functions of the SHAC.
   

• Conduct a realistic analysis of the opportunities and barriers in the community and school district to forming a new SHAC. Identify strategies for overcoming the barriers.
   

• Review categories and identify potential candidates of SHAC members and a tentative schedule for recruitment.
   

• Prepare a brief proposal on the formation of a SHAC.
   

• Gain support from your school district central office personnel.
   

• Hold an initial meeting with school district personnel to determine interest and support for SHAC.

Who are members of SHACs?

Most importantly, SHAC members should be committed to quality health programs for children. Other criteria should include:

• Demonstrated interest in youth. Look for individuals that have a good understanding of the needs of children.
   

• Knowledge of community profile. Members should have a generaL
  understanding of the culture of the community including its political, geographic and economic features. Include high profile community members; especially those known by different community segments and, members known as quality decision-maker.
   

• Professional ability. Individuals trained in youth-related disciplines and employed in human service agencies are obvious potential members.
   

• Commitment of time. It is important that members be an active participant in the SHAC by attending meetings and participating in SHAC activities.
   

• Representative of the population. To increase the likelihood of having a SHAC representative of the community, it is important to plan member selection carefully. Every community has population segments unique in age, sex, race, income level, geography, politics, ethnicity, profession and religion.
   

• Representative of the population. To increase the likelihood of having a SHAC representative of the community, it is important to plan member selection carefully. Every community has population segments unique in age, sex, race, income level, geography, politics, ethnicity, profession and religion.
   

• Credible membership The credibility of the SHAC is enhanced considerably by the personal characteristics of its members. Honesty, trustworthiness, dependability, commitment and ethical behavior are characteristics school districts should look for in the individuals they appoint as SHAC members.