Local Wellness Policy

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Local Wellness Policy

• Shannon Zielinski, RD
• Team Nutrition Consultant
• Indiana Department of Education

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Todays Objectives

• Review the law governing the wellness policy
• State the problem. Why Wellness?
• Learn how to create a policy
• See suggested wellness policy language
• Learn about possible assessment evaluation
  tools
• Come away with several outstanding resources to
  take back to your school

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WHY the Focus on Local Wellness Policies?

• The prevalence of overweight among children aged
  611 has more than doubled in the past 20 years
• Overweight children and adolescents are more
  likely to remain overweight or become obese
  adults and develop chronic disease
• One in three American children born in 2000 will
  develop diabetes in their lifetime

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DID YOU KNOW????

• Overweight children miss an average of 1 day per
  month more of school than their average weight
  counterparts.
• National School Boards Association

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FACT

• 9 million school-aged children adolescents are
  overweight to a degree that directly affects
  their health

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Overfed But Undernourished
Children Consuming Daily Recommended Intake
Critical Age
Iron
Phosphorus
Zinc
Vitamin C
Vitamin A
Magnesium
Folate
Calcium
Data compiled by Dr. John Lasekan, Ross
Labs NHANES 1999-2000 and the Continuing Food
Survey 1994-96, 1998
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Percentage of students who attended physical
education class daily.
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Percentage of students who drank three or more
glasses of milk per day during the past seven
days.
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Percentage of students who ate five or more
servings of fruits and vegetables per day during
the past seven days
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Health Literacy

• Statistics
• Only 27 percent of schools require health
  education in grade 6
• 20 percent in grade 8
• 10 percent in grade 9
• 2 percent in grade 12
• (Kann et al. 2001)

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CHILDREN MUST BE HEALTHY TO LEARN AND CHILDREN
MUST LEARN TO BE HEALTHY.
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Snapshot of Schools

• 55 million students attend U.S. schools
• 35-40 of daily energy consumed at school
• School Breakfast and National School Lunch
  Programs (USDA) are effective
• Competitive foods -- a la carte, vended foods,
  school stores -- dilute schools power
• Open lunches promote fast-food

French, Am J Pub Health 2003 931161
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Competitive Foods

• 90 of schools offer a la carte lunch
• Vending machines for students
• 76 of high schools
• 55 of middle schools
• 15 of elementary schools
• School stores, snack bars or canteens
• 41 of high schools
• 35 of middle schools
• 9 of elementary schools
• School Nutrition Dietary Assessment Study, 2001

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A la carte Foods Affect Diet Quality

• Non-participants in NSLP consume 3x more sugars
  (21 vs 64)
• Top sellers pizza, chips, soda, french fries,
  candy and ice cream
• Access to a la carte and snack bar meals
• lower fruit, vegetable and milk
• higher sweetened beverages and fried veggies

Cullen, Am J Pub Health 2004 94463
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Can Schools Improve Nutrition?

• Kids who participate in National School Lunch
  Program consume greater amounts of essential
  vitamins and minerals, vegetables, milk and milk
  products, meat and meat alternatives.
• They also consume less soda and/or fruit juices
  and have overall a better quality diet. 
• School Nutrition Dietary Assessment Study-II
  Summary of Findings. USDA, 2001.

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Nutrition Education Changes Knowledge and Choices

• Combining nutrition education with school meal
  programs improves both nutrition knowledge and
  behavior in and out of school.
• Children decreased their cholesterol, total fat,
  and saturated fat intakes and improved in
  nutrition knowledge, reported usual behavior,
  intentions, self-efficacy, and perceived social
  reinforcement for healthy food choices.
  
  
  Preventive Medicine,
  199625(4)465-477

• National Cancer Institutes 5-A-Day for Better
  Health Program funded several school-based
  nutrition education programs that resulted in
  significant increases in childrens intake of
  fruits and vegetables.
• Initial evaluations of the Fruit and Vegetable
  program indicate that students increased their
  fruit and vegetable consumption both inside and
  outside of the school environment.

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Can Schools Improve Nutrition Standards AND
Maintain Revenues?

• Students will buy and consume healthful foods
  and beveragesand schools can make money from
  selling healthful options.
• Of the 17 schools and school districts that
  reported income data, 12 increased their revenue
  as a result of the changes and 4 reported no
  change.

Making It Happen! School Nutrition Success
Stories, USDAs Team Nutrition Program.
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Nutrition Enhances Achievement

• Comprehensive School Health
• Reading and math scores of third and fourth grade
  students with comprehensive health education were
  significantly higher.
• Schoener, Guerrero, and Whitney, 1988
• School Breakfast Programs
• Increase learning and academic achievement,
  improve student attention to academic tasks,
  reduce visits to the school nurse, decrease
  behavioral problems.
• Murphy, Pagano, Nachmani,Sperling, Kane, and
  Kleinman, 1998
• Positively impact academic performance,
  absenteeism, and tardiness among low-income
  elementary school students.
• Meyers, Sampson, Weitzman, Rogers, and Kayne,
  1989
• Enhanced daily nutrient intake and improved
  nutrient intake were associated with significant
  improvements in academic performance and
  psychosocial functioning and decreases in hunger.
  
• R.E. Kleinman et al, Annals of Nutrition and
  Metebolism 2002.

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Physical Education, Too

• Students who participated in school physical
  education programs did not experience a harmful
  effect on their standardized test scores, though
  less time was available for other academic
  subjects.
• Sallis, McKenzie, Kolody, Lewis, Marshall, and
  Rosengard, 1999 Shephard, 1996 Dwyer, Coonan,
  Leitch, Hetzel,and Baghurst, 1983.
• Physical activity is positively associated with
  academic performance.
• Dwyer, Blizzard, and Dean, 1996
• Regular (3 5 times per week) periods of
  moderate to vigorous physical activity enhances
  the health, academic performance, attitudes and
  classroom behavior of children at school.
  Physical education programs are valuable to
  students and teachers.
• Keays JJ, Allison KR Canadian Journal of Public
  Health 1995

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The Child Nutrition and WIC Reauthorization Act
of 2004

• Public Law 108-265 enacted June 30, 2004
• Section 204 Local Wellness Policies
• Not later than the first day of the school year
  beginning after June 30, 2006, each local
  educational agency shall establish a local
  school wellness policy

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Policy Targets

• Healthy school nutrition environments
• Reducing childhood obesity
• Prevent diet-related chronic disease

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Implement. Evaluate. Improve.
Keep the cycle going
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What To Work Towards
http//www.health.gov/dietaryguidelines/dga2005/do
cument/
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My Pyramid

• Tips to help you
• Make half your grains whole
• Vary your veggies
• Focus on fruit
• Get your calcium rich foods
• Go lean with protein
• Find your balance between food and physical
  activity

http//www.mypyramid.gov/
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Specifics of the Bill

• Before July 1, 2006 each local education agency
  participating in the NSLP shall establish a local
  school wellness policy that at a minimum
• Includes goals for nutrition education, physical
  activity, and other school based activities
  designed to promote student wellness
• Includes nutrition guidelines selected by the
  local education agency for all foods available on
  campus during the school day with the objectives
  of promoting student health and reducing
  childhood obesity.
• Provides an assurance that guidelines for
  reimbursable school meals shall not be less
  restrictive than regulations and guidance issued
  by the Secretary of Agriculture
• Establishes a plan for measuring implementation
  of the policy, including designation of 1 or more
  persons within the education agency or at each
  school charged with operational responsibility
  for ensuring that the school meets the local
  wellness policy
• Involves parents, students, representatives of
  the school food authority, the school board,
  school administrators, and the public in the
  development of the policy.

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Where do you begin?

• Form the Team
• Parents
• Students
• Representatives of the School Food Authority
• Representatives of the School board
• School administrators
• Members of the public
• Nutrition and Physical Activity professionals

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The Policy Process

• Assess (Dont know where youre going if you
  dont know where you are!!!)
• What nutrition, physical activity or other
  wellness issues will motivate local action? What
  data is needed to establish rationale?

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Recommended Assessment

• School Health Index
• Offered free online
• Comprehensive, objective technical
• Physical activity nutrition in 1 model
• Measurable outcomes (hard data numbers)
• http//apps.nccd.cdc.gov/SHI/pdf/MiddleHigh.pdf
• Changing the Scene
• Subjective (answer YES or NO)
• User friendly
• Geared to parents community

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The Policy Process cont.

• Plan
• What policy components will be identified as
  solutions?
• Adopt (agree)
• What are the protocols to foster acceptance of a
  policy by the community and school board?

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Process cont.

• Implement
• How can a policy document be translated to action
  and how can the action be sustained?
• Monitor Evaluate
• How will we know that the policy addressed the
  problem?

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Work Together

• Listen to all who are affected by the policy.
• Anticipate, respond to and involve critics.
• Strategically communicate.
• Involve all student-serving agencies in the
  community.
• Draw in people from a variety
  of community groups

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Adopting Policies

• Policy Language
• A lot of recommended language out there.
• 3 GREAT resources
• http//www.schoolwellnesspolicies.org/WellnessPoli
  cies.html
• http//www.schoolnutrition.org/uploadedFiles/Schoo
  lNutrition.org/Child_Nutrition/Local_School_Wellne
  ss_Policies/SNALocalWellnessPolicyGuidelinesFinal.
  pdf
• http//departments.oxy.edu/uepi/cfj/resources/heal
  thy_school_food_policies_05.pdf

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Sample Policy Language Nutrition Education Goals

• The primary goal of nutrition education is to
  influence students' eating behaviors.
• Consider the following
• Grades pre-K -12 receive nutrition education that
  is interactive and teaches the skills they need
  to adopt healthy eating behaviors.
• Nutrition education is offered in the school
  dining room as well as in the classroom, with
  coordination between the foodservice staff and
  teachers.
• Students receive consistent nutrition messages
  throughout the school, classroom, cafeteria,
  home, community and media.
• Nutrition is integrated into the health
  education curricula or core curriculum (e.g.,
  math, science, language arts).
• Staff who provide nutrition education have
  appropriate training.
• http//www.fns.usda.gov/tn/Healthy/policy_componen
  t1.html

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Sample Policy Language Physical Activity

• At a minimum, students have 60 minutes of
  physical activity on most, preferably all, days
  of the week.
• All elementary school students will have at least
  20 minutes a day of supervised recess, preferably
  outdoors, during which schools should encourage
  moderate to vigorous physical activity verbally
  and through the provision of space and equipment.
  
• All elementary, middle, and high schools will
  offer extracurricular physical activity programs,
  such as physical activity clubs or intramural
  programs.

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Other School Based Activities

• Policies established under this category
  create an environment that provides consistent
  wellness messages and is conducive to healthy
  eating and being physically active. Some examples
  of policy language include
• Provide a clean, safe, enjoyable meal environment
  for students.
• Provide adequate time for students to enjoy
  eating healthy foods with friends, scheduled as
  near the middle of the school day as possible.
• Prohibit use of food as a reward or punishment.
• Provide enough space and serving areas to ensure
  student access to school meals with a minimum of
  wait time.
• Prohibit denial of student participation in
  recess or other physical activity as a form of
  discipline, or cancellation of recess or other
  physical activity time for instructional make-up
  time.

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Sample Policy Language Nutrition Guidelines

• Foods
• A food item sold individually
• will have no more than 30 of its calories from
  fat (excluding nuts, seeds, peanut butter, and
  other nut butters) and 10 of its calories from
  saturated and trans fat combined
• will have no more than 33 of its weight from
  added sugars8
• will contain no more than 230 mg of sodium per
  serving for chips, cereals, crackers, French
  fries, baked goods, and other snack items will
  contain no more than 480 mg of sodium per serving
  for pastas, meats, and soups and will contain no
  more than 600 mg of sodium for pizza, sandwiches,
  and main dishes.

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Nutrition Guidelines/Standards

• Students' lifelong eating habits are greatly
  influenced by the types of foods and beverages
  available to them. Standards must be established
  to address all foods and beverages sold or served
  to students, including those available outside of
  the school meal programs.
• Consider standards that focus on increasing
  nutrient density, decreasing fat and added
  sugars, and moderating portion size.
• Set guidelines for foods and beverages sold in
  vending machines, snack bars, school stores, and
  concession stands on school campuses.
• Set guidelines for foods and beverages sold as
  part of school-sponsored fundraising activities.
• Set guidelines for refreshments served at
  parties, celebrations, and meetings during the
  school day.

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Sample Vending Machine Nutritional Guideline
Language

• Vending sales of pop or artificially sweetened
  drinks will not be permitted on school grounds.
• The nonvending sale of pop or artificially
  sweetened drinks will not be permitted on school
  grounds both prior to the start of the school day
  and throughout the instructional day, but will be
  permitted at those special school events that
  begin after the conclusion of the instructional
  day.
• The vending sale of beverages, other than soda,
  with less than 10 fruit juice may begin at the
  conclusion of the instructional day.
• Milk, water, and 100 fruit juices may be sold on
  school grounds both prior to and throughout the
  instructional day. This standard will be
  phased-in over the next three school years in the
  following manner
• o 2003-04 School Year Milk, water, and beverages
  containing 10 fruit juice with artificial
  sweetener may be sold on school grounds both
  prior to and throughout the instructional day.
• o 2004-05 School Year Milk, water, and beverages
  containing 25 fruit juice may be sold on school
  grounds both prior to and throughout the
  instructional day.
• o 2005-06 School Year Milk, water, and beverages
  containing 100 fruit juice may be sold on school
  grounds both prior to and throughout the
  instructional day.

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Sample Categories for Policy

• Nutrition Education
• Physical Activity
• Other School Based Activities
• Nutrition Guidelines for All Foods on Campus
• Eating Environment
• Child Nutrition Operations
• Food Safety/Food Security

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Evaluation Tool

• School Health Index (CDC)
• Changing the Scene (USDA)
• Collect BMIs
• Action For Healthy Kids Website
• State profiles assessment tools
• CDCs health obesity trend data
• School Nutrition Associations Keys to
  Excellence

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• Module 3 Physical Education and Other Physical
  Activity Programs
• Discussion Questions
• PA.1 225 minutes of physical education per week
• Do all students in each grade receive physical
  education for at least 225 minutes per week
• throughout the school year?
• Physical education means structured physical
  education classes or lessons, not physical
  activity breaks and not substitution of
  participation in a sport team, ROTC, marching
  band, etc., for physical
• education course credit.
• Physical education classes should be spread
  over at least three days per week, with daily
  physical education preferable.
• 3 Yes.
• 2 135-224 minutes per week for all students in
  each grade throughout the school year.
• 1 90-134 minutes per week for all students in
  each grade throughout the school year.
• 0 Fewer than 90 minutes per week or not all
  students receive physical education throughout
  the school year.
• PA.2 Adequate teacher/student ratio
• Do physical education classes have a
  student/teacher ratio comparable to that of
  other classes?
• NOTE Aides and volunteers should not be counted
  as teachers in the student/teacher ratio.
• Comparable means approximately the same number
  of students per teacher as in other classes.
• 3 Yes.
• 2 The ratio is somewhat larger (up to one and a
  half times larger) than the ratio for most other
• classes.

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• Score Card Instructions (Module 4 Nutrition
  Services)
• 1. Carefully read and discuss the Module 4
  Discussion Questions (pages 5-11), which contains
• questions and scoring descriptions for each item
  listed on this Score Card.
• 2. Circle the most appropriate score for each
  item.
• 3. After all questions have been scored,
  calculate the overall Module Score and complete
  the
• Module 4 Planning Questions located at the end of
  this module (pages 13-14).
• Fullyin Place 3 Partiallyin Place2 Under
  Development 1 Not in Place 0
• N.1 Breakfast and lunch programs 3 2 1 0
• N.2 Variety of foods in school meals 3 2 1 0
• N.3 Low-fat and skim milk available 3 2 1 0
• N.4 Meals include appealing, low-fat items 3 2 1
  0
• N.5 Food purchasing and preparation practices to
  reduce fat content 3 2 1 0
• N.6 A la carte offerings include appealing,
  low-fat items 3 2 1 0
• N.7 Sites outside cafeteria offer appealing,
  low-fat items 3 2 1 0
• N.8 Promote healthy food and beverage choices 3 2
  1 0
• N.9 Adequate time to eat school meals 3 2 1 0
• N.10 Collaboration between food service staff and
  teachers 3 2 1 0
• N.11 Degree and certification of food service
  manager 3 2 1 0
• N.12 Professional development for food service
  manager 3 2 1 0

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Suggested Template

• Tysons Wellness Policy Template
• FREE!!!
• Contact
• 1-800-24-TYSON Ext. 782 for a copy

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A Quick Look.
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• Local Wellness Policy Template
• Table of Contents
• Getting Started
• Step 1 Establishing a Team and Plan Timeline
• Step 2 Nutrition Education and Standard
• Step 3 Physical Activity
• Step 4 Other School-Based Activities
• Step 5 Print Your Policy
• Step 6 Establishing an Implementation Timeline
• Wellness Policy Resolution
• Success Stories

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• Physical Activity
• Is time provided during the school day for all
  children to participate in a structured physical
  education program?
• Are adults and parents encouraged to engage in
  physical activity programs with students?
• Do teachers provide time for unstructured
  physical activity during recess?
• Is recess scheduled before lunch or other meal
  periods to encourage better consumption of meals?
• Do children have access to recreational
  facilities before and after school hours and
  during vacation periods?
• Are physical activities coordinated with
  community agencies?
• Is the school setting safe for walking and/or
  biking to and from school?

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• Step 4 Other School-Based Activities
• This section of the template is designed to help
  you select specific Other School-Based Activities
  policy statements for your school district. A
  list of suggested policy statements is included.
  Here are the tasks for step 4
• Prepare for the project. Prior to starting the
  project you will need to do some homework
• Read background information. At the end of the
  Other School-Based Activities section youll find
  a page describing some of the current issues on
  the topic. Read this information to get ready
  for the project.
• Research the topic. A list of helpful Internet
  links is also at the end of the section. Check
  these out to be prepared for the project.
• Gather district information. Team members will
  need to know what current practices are in place
  in the District. Find out about snack and soft
  drink sales, fund-raising activities. Research
  food reward practices.
• Conduct a team discussion. Using the Discussion
  Guide, talk about the important issues under each
  topic area.
• Review the Suggested Policy Statements. Select
  policy statements that are suitable for the
  district.

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• Other School-Based Activities
• Select the policy statements which are
  appropriate for the District. After you check
  the policy statements you should copy them into
  the District Wellness Policy, Action Steps, the
  Implementation Timeline and the Assessment Tool.
• If you wish to modify a policy statement, you can
  do so on this page or on the District Wellness
  Policy page. Additional policy statements may
  also be added.
• School dining areas have sufficient space for
  students to sit and consume meals.
• School dining areas are clean, safe and pleasant
  environments that reflective the value of the
  social aspects of eating.
• Enough serving areas are provided to ensure
  student access to school meals with a minimum of
  wait time.
• Meal times are scheduled near the middle of the
  day.
• Students are given adequate time to enjoy eating
  healthy meals with friends.
• Food or physical activity is not used as a reward
  or punishment.
• Recess or other physical activity is not denied
  as a form of discipline.
• Recess or other physical activity time is not
  cancelled for instructional make-up time.
• The District has adopted nutrient standards for
  all foods sold on school campuses.
• Pouring-rights contracts soft drink companies are
  not allowed.

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• Stratford Public Schools, Stratford, Connecticut
  
• District Details 7,567 students near Bridgeport
  in southwestern, Connecticut 23 eligible for
  free and reduced price meals
• Approach Make More Healthful Foods and
  Beverages Available
• Make more healthful foods and beverages available
  
• Adopt marketing techniques to promote healthful
  choices
• Key Changes
• In secondary schools, students are buying the new
  items on the à la carte lines premade salads,
  granola/yogurt parfaits, whole-grain breads at
  deli bars, vegetable pizzas, and a full line of
  baked chips.
• Secondary schools offered a successful program,
  salad creations, where students customize their
  salad by choosing their toppings and dressings.
• One secondary school replaced a soft drink
  machine with a water and juice machine, and all
  beverages in the district have been reduced to
  12-ounce portions.
• In elementary schools, snacks are now limited to
  nutrient-rich options. Carrot and celery sticks
  with ranch dressing were added to the menu, and
  special promotions were used to increase the
  intake of fruits and vegetables.

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Contact Info

• If youd like a copy of the presentation, Tysons
  template, or resource list, FEEL FREE TO CONTACT
  ME
• Shannon Zielinski
• Indiana Dept of Education
• szielins_at_doe.state.in.us

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Questions Comments
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Thank You!!!