Statewide Training for SNAP-Ed Local Implementing Agencies

Tools for Building Effective School Wellness Strategies

Facilitator’s Guide

This material was produced by institutions that represent SNAP-Ed in California, known as CalFresh, with funding from USDA SNAP-Ed. These institutions, the California Department of Social Services, the California Department of Public Health, UC CalFresh, California Department of Aging, and Catholic Charities of California, are equal opportunity providers and employers. CalFresh provides assistance to low-income households and can help buy nutritious food for better health. For CalFresh information, call 1-877-847-3663.

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Table of Contents

Table of Contents...............................................................................................................................................2

General Information...........................................................................................................................................3

Preparation.........................................................................................................................................................4

Agenda...............................................................................................................................................................6

Facilitation Guidance..........................................................................................................................................7

Suggested Physical Activities..........................................................................................................................43

Suggested Ways to Evaluate...........................................................................................................................44

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General InformationTarget Audience This training is intended for SNAP-Ed Local Implementing Agency staff

and sub-contractors who support, plan and/or implement school wellness related activities.

Overview The Tools for Building Effective School Wellness Strategies Facilitators will introduce participants to school wellness fundamentals, offer the opportunity to hear challenges, successes and lessons learned from colleagues and peers, and outline the importance of utilizing partnerships and resources to achieve success.

Purpose The purpose of the Tools for Building Effective School Wellness Strategies workshop is to provide participants with practical methods for creating successful and effective school wellness programs, with particular emphasis on customizing strategies to address local needs.

Duration This training is approximately 6 hours long, including 1-1.5 hour lunch.

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Preparation

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Trainer materials needed A/V needslaptopprojectorspeakersflash drivescreenSuppliesflip chart pad and easelmarkerspostersDVDsCard stockdirectional and easel signsotherpaper bag with grab bag labelelement name stripszip lock bagsTable materialspencils/pens/markerssticky notesmanipulatives (things to touch/play with)otherMiscellaneousblue tapesnacksotherDécor optionalothertool themed toys,toy building blockstable clothstool erasersplastic boxes for “tool boxes”

Materials for Trainees Refer to School Wellness Train The Trainer Materials on the School Wellness Training webpage.http://cdphinternet/programs/NEOPB/Pages/SchoolWellness.aspx

Links used in PPT Refer to School Wellness Resource List under Train The Trainer Materials on the School Wellness Training webpage. http://cdphinternet/programs/NEOPB/Pages/SchoolWellness.aspx5

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AgendaTime

GuidelinesSection Leader

8:30 – 9:00 Registration/Check-in

9:00 – 9:10 Welcome and Introductions

9:10 – 9:25 Warm-Up Activity

9:25 – 9:45 School Wellness Blueprints: Inspiration for Motivation Success Story

9:45- 11:30 The Nuts and Bolts: from policy to practice

11:30 – 1:00 LUNCH

1:00 – 1:20 Creating a Structure: build it and they will come: stories from the field

1:20 – 1:35 Nailing down partners

1:35 – 2:00 Hammering out resources

2:00 – 2:15 Indicators that measure up

2:15– 2:45 Wrap-Up: Building your Foundation- Next steps for achieving success

2:45 – 3:00 Thank you, evaluation and commitment form

*Recess/brain breaks built-in as needed.

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Facilitation GuidanceTitle Tools for Building Effective School Wellness StrategiesTime 9:00am-3:00pmFacilitatorMaterials and Preparation See page 4 of this guide for materials and preparation

information.

Left side Right Side

Learning Objectives:Share the key objectives of this training as described below.Say: Our learning objectives for today’s training are simple. Upon completion of this training you will be able to:1. Name at least five resources for assisting school districts and schools to strengthen school wellness.2. Identify three or more partnerships that may contribute to effective and sustainable school wellness activities.3. State five indicators for measuring school wellness improvement.Say: Therefore, the outcome of this learning experience will result in improved ability to create effective, successful, and customized school wellness strategies for your community.

Warm-up Activity-I Remember When:Say: We are now going to take a walk down memory lane by doing a playtime activity called: I Remember When.Do (playtime activity): I Remember When warmup activity as described below.1. Distribute blank pieces of paper to each training participant.2. Ask participants to picture themselves in the 4th grade and at their elementary school.3. Tell participants to visualize the following: school lunch, recess time, and physical education.4. Instruct participants to spend a couple of minutes thinking of and writing down 3 words that describe each.5. All participants to pair-up with a partner who has the same tool on his/her name tag/table tent and take a couple of minutes to compare answers, then discuss how the responses might be different from a 4th grader today (child, grandchild, friend’s child, etc.)

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6. Call on a pair to share differences identified.7. After each pair shares, ask group: How many of you have this on your list? What thoughts does this prompt about school wellness as it relates to you and your community?8. Repeat 3 and 4 until all pairs have shared.End with: this activity is meant to get our wheels turning about what we are going to learn today, keeping in mind school wellness may have a different meaning for each and every one of us depending upon our individual and collective local needs.Materials:1. Blank pieces of paper.2. Writing utensils.

Tools Scavenger Hunt:Say: In light of our “building” theme, particularly as it relates to tools, let’s picture ourselves as constructors of school wellness strategies. This photo represents various tools we might use to build. Several of these tools are strategically placed throughout this training presentation. At the conclusion of our training, you will all be given the opportunity to guess how many you discovered, and then congratulated (rewarded) for a job well done. Please note: the tools on this page, do not count.Facilitator reminder: total tools= 12Say: So don’t forget to keep an eye out as we progress through our training.

Part 1: School Wellness Blueprints (Title Page): ChrisSay: Now we are going to get to work and draw up the blueprints of School Wellness.Say: We will begin with an inspirational story that will map out one example of achieving success and overcoming challenges. Then, we will delve into the nuts and bolts of school wellness policy, as it ultimately drives decision making.

Inspiration for Motivation Story:Introduce school wellness policy “Inspiration for Motivation” story presenter from local implementing agency. (Agency will be selected from local LIAs to share for up to 15 minutes or a success story may be shared by facilitator.)Upon completion, thank presenter and say: Hopefully, LIA’s name story inspires and motivates us all to take on and/or continue to progress with addressing the School Wellness Policy challenge.Ask: What highlights do others have to share about your School Wellness policy success/challenges? Allow time for sharing and Q and A.Say: So, now that we got you thinking… what about School

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Wellness Policy? How does it drive our decisions? Let’s talk about how policy informs practice.Nuts and Bolts Title Page:Say: Let’s break it down to the “Nuts and Bolts”.Say: Successful School Wellness strategies, in practice, require understanding the building blocks. For the purpose of this training, our building blocks are as follow:

1. Defining school wellness policy.2. The elements of school wellness policy requirements.3. Model school wellness policies.

Say: Once we have a better grasp of the School Wellness Policy building blocks, we will measure our knowledge with a little playtime activity.Say: For more information about the details shared in this section of our training, please reference the USDA-FNS Team Nutrition website at the link provided here.Say: So, let’s get started.Defining School Wellness Policy (What and Why):**Refer to USDA School Wellness Policy Fact Sheet in participant folderSay: The wellness policy requirement was established by the Child Nutrition and WIC Reauthorization Act of 2004, and in 2010, Congress passed the Healthy, Hunger-Free Kids Act of 2010, and added new provisions for local school wellness policies related to implementation, evaluation, and publicly reporting on progress of local school wellness policies. The Act requires each local educational agency participating in the National School Lunch Program or other federal Child Nutrition programs to establish a local school wellness policy for all schools under its jurisdiction.Say: Additionally, the responsibility for developing a wellness policy is placed at the local level, so the unique needs of each school under the local education agency jurisdiction can be addressed. Additionally, and this might come in handy for SNAP-Ed staff working with schools, each local education agency must designate one or more local education agency officials or school officials to ensure that each school complies with the local wellness policy.Say: Ultimately, it is up to each school site to implement district wellness policies at school sites.Animation: “What?” and “Why?” fly in with slideSchool Wellness Policy Requirements and Elements:Say: It’s important to understand that, not only are school wellness policies required, they must include specific elements.Say: These elements are to:1. Include goals for nutrition promotion and education, physical activity and physical education, and other school-based activities that promote student wellness. (AKA: Nutrition Promotion, PA/PE, and other areas of student wellness)2. Include nutrition guidelines to promote student health and

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reduce childhood obesity for all foods available in each school district. (AKA Nutrition Guidelines)3. Permit parents, students, representatives of the school food authority, teachers of physical education, school health professionals, the school board, school administrators, and the general public to participate in the development, implementation, and review and update of the local wellness policy. (AKA Community Participation)4. Inform and update the public (including parents, students, and others in the community) about the content and implementation of local wellness policies. (AKA Sharing with the Public)5. Be measured periodically on the extent to which schools are in compliance with the local wellness policy, the extent to which the local education agency’s local wellness policy compares to model local school wellness policies, and the progress made in attaining the goals of the local wellness policy, and make this assessment available to the public. In other words, have a way to check that polices are being implemented and are working (AKA Check That It’s working)Say: And remember, these requirements are at the district level, and it is up to each school site to make each policy their own.Say: So, let’s break each of these down with some examples.Nutrition Promotion:Say: As you may recall from our previous slide, wellness policies must include goals that promote nutrition promotion (changes in the school environment to support healthy eating).There are many ways schools can achieve that, but here a few ideas, some of which are fairly simple, that can be quite effective.

• Apply to become a Team Nutrition school. Schools with a high free and reduced price lunch percentage can apply for the USDA fresh fruit and vegetable program (receive funding to purchase fresh fruits and vegetables throughout the year that can be provided as a snack to students along with some nutrition education)

• Staff can model healthy eating and Physical Activity (make a huge impact on students)

• Make the eating environment more appealing and include nutrition information in areas where kids wait in line etc.

• Host Harvest of the month events or taste testing days (with new menu items)

• Schools can organize community meal events featuring a healthy menu

• A school garden is also a wonderful nutrition promoter on many levels.

• Schools can organize health fairs and publish wellness newsletters to promote healthy eating

• Become a Shaping Healthy Choices Program (SHCP)

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school (Contact UC Davis Center for Nutrition in School for more information).

• Implement Smarter Lunchroom Movement principlesSay: We can go on and on, but rather than do that, let’s hear about your experiences and suggestions.Ask training participants to share their nutrition promotion experiences, and share whether and how they have used suggestions on slide.Encourage discussion between participants.Note to facilitator for Sacramento training: Consider soliciting input from CDE participant (Heather Reed) to share more about TEAM Nutrition, the USDA Fruit and Vegetable Program and Smarter Lunchrooms.Thank everyone for participating.Nutrition Education:Say: Secondly, wellness policies must include setting goals for classroom-based nutrition education that is coordinated throughout campus, and with the school lunchroom.Say: So what might this look like from an implementation perspective?Say: Well, some examples include:• Students in all grade levels learn about nutrition in the

classroom (e.g. cooking classes).• Nutrition education is integrated into core subjects such

as math, language arts and science.• School lunchrooms feature foods that students are

learning about in class.• USDA MyPlate information can be placed near the

cafeteria serving line.• Nutrition education opportunities are offered to school

staff.• Food service staff training about preparing healthier

choices for students.• Sending nutrition information, such as Harvest of the

Month newsletters, home for parents• And, holding nutrition education events for the

surrounding community (back to school night, Open house, Harvest Festival activities, etc).

Ask training participants to share their nutrition education experiences, examples and/or suggestions.Encourage discussion between participants.Thank everyone for participating.

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Nutrition Guidelines:Say: The next required element involves setting nutrition guidelines (standards) for all foods available on the school campus, with the goal of promoting student health. That includes making sure school meals are meeting USDA guidelines, and making free drinking water available on campus. Policies should also address:• Competitive foods, which are foods sold at school outside

of and in competition with the reimbursable meal program- such as elimination of soda from vending machines.

• Classroom/school celebrations (finding healthy alternatives to birthday and holiday party treats).

• Use of non-food rewards (encouraging alternatives such as stickers, books, or extra recess time).

• Kid’s fundraisers (identify healthier alternatives to selling candy and cookies).

• Standards that allow students sufficient time to eat their meals.

Additional strategies may include:• Setting some goals to improve school nutrition through

more scratch-made meals.• Healthy menu changes.• Or, starting a farm-to-school program.

Ask training participants to share their nutrition guidelines experiences, examples and/or suggestions.Encourage discussion between participants.Thank everyone for participating.Physical Activity/Physical Education:Say: Goals for physical activity and physical education are also required components of school wellness policy. Separate physical activity goals should be included in wellness policies to make sure students are getting enough exercise during the day; This is separate from Physical education.Say: For example physical activity policies can include:

• Goals for minutes of recess throughout the day.• Encouraging physical activity breaks in classes.• Changing a policy to include recess before lunch.• Policies around after-school access to school facilities and

safe routes to school.• Other PA related activities such as: Walk-a-thons or

walking/running clubsSay: Physical Education policy must include:

• How many minutes/day or week students will have PE classes. California Department of Education Code requires the following:-Elementary grades 1-6, minimum of 200 minutes each ten days.-Secondary grades 7-12, minimum of 400 minutes each ten days.-Elementary school districts grades 1-8, minimum of 200 minutes each ten days.

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• PE curriculum will be used• Fitness testing requirements

Ask training participants to share their PA and PE policy experiences, examples and/or suggestions.Encourage discussion between participants.Thank everyone for participating.Community Participation:Say: Involvement of the school community in designing and carrying out school wellness policy, is another required element. This means a school district-wide collaborative community team must be in place to develop, implement and review policy. With school community team defined as: parents, students, physical education instructors, teachers, school health and nutrition professionals, the school board, school administrators, and the general public.Say: Consider school-site wellness committees to carry out policy at each school.Ask training participants to share their community participation experiences, examples and/or suggestions.Encourage discussion between participants.Thank everyone for participating.Ask training participants to share their community involvement experiences, particularly as it relates to school wellness examples and/or suggestions and encourage discussion between participants.Share with the Public:Say: Wellness policies should also include guidelines that make sure that a district lets the public know (public notification) about what is in the local wellness policy and what actions are taking place as a result of the policy. The district must inform the public about content, implementation as well as compliance on a regular basis.Say: Some avenues for this communication can include:

• Posting the wellness policy and updates on the school district/school website.

• Including the policy in the student handbook.• Including updates in school district and school

newsletters.For example: highlights of new wellness policies being implemented in each school.

• And Reporting updates to the school board.Ask training participants to share their public notification experiences, examples and/or suggestions.Encourage discussion between participants.Thank everyone for participating.

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Other Areas of Student Wellness:Say: Additionally, wellness policies should include goals to support other areas of student wellness. These might include, but are not limited to, policies about staff wellness, providing student health clinics, and supporting mental health. For example: Schools may choose to provide services that emphasize student support, advocacy, and resiliency building.Ask training participants to share their other areas of student wellness experiences, examples and/or suggestions.Encourage discussion between participants.Thank everyone for participating.Check That It’s Working:Say: The requirement to monitor and evaluate for compliance is the final school wellness policy element. Districts must have guidelines in place that check that schools are following the wellness policy. This enables school districts to determine progress made in achieving school wellness policy goals and identify which schools are complying to the set policies. The results must then be made available to the public.Say: For example- The wellness committee assesses each school’s progress with wellness policy implementation once a year and results are posted on the district website. Assessments can be conducted numerous ways including:- Evaluating health trends through fitness testing or

nutrition habits through surveys- Assess time spent on physical activity- Monitor/Track how many nutrition education programs

were conducted in a certain time period- And evaluating financial impact- by monitoring cafeteria

a la carte sales, vending machine sales, etc.Say: Assessments/surveys may be customized to meet the districts specific needs.Ask training participants to share their school wellness monitoring, assessment and/or evaluation experiences, and share examples and/or suggestions.Encourage discussion between participants.Thank participants for their contributions.Questions:Say: In this section we learned about the what and the why of school wellness policy and shared ideas for implementing the required elements.Say: Before we move on, let’s open it up for questions.Ask: What questions do you have at this point?Say: What else would you like to share?Encourage discussion between participants.Thank participants for their contributions.

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Presenter/Speaker: Recess (Stretch Break):Say: Now let’s take a few minutes to recover from our “training session” and give our minds a rest. Take 5 minutes to walk around and/or use the restroom, etc. then we will come back for a stretch/relaxation break before we move on to our next topic.Lead the Stretch break activity by guiding participants through the following:1. State: Close your eyes, and hold onto a chair if you need to.2. Ask: if you had anywhere in the world to go to relax, where would it be?3. State: visualize your surroundings and yourself (the waves, the mountains, swimming through the ocean, breathing in the fresh air, etc.)4. State: Now slowly open your eyes and stretch your arms high above your head, then make a big circle with your arms around and reach down towards your toes. Slowly, reach your arms back up to the sky. Then, reach around your body and slowly give yourself a hug. Finally, close your eyes again and take a slow deep breath in and then slowly release out. Slowly open your eyes.Say: Now that we are relaxed and refreshed, we can direct our focus to our next topic, which is… (next slide).Model School Wellness Policies:Say: Now, let’s take a look at an example of how each of the required school wellness policy elements is incorporated into a school wellness policy.Say: School districts have many model wellness polices, examples and tools to choose from, either to use as written or to revise as needed to meet local needs and reflect community priorities.Say: The Alliance for a Healthier Generation, however, has created a model local school wellness policy that has been thoroughly reviewed by the USDA, Food and Nutrition Service and is in compliance with the “Local School Wellness Policy requirements under the “Healthy, Hunger-Free Kids Act of 2010. So, although there are others, this model wellness policy is a good choice for local educational agencies to use to help create their local school wellness policy and meet the minimum Federal standards for local school wellness policy implementation.

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Other School Wellness Policy Examples (USDA):Say: Well, I mentioned earlier that there are other options available to guide school districts in creating high quality wellness policies, so let’s just touch on a few of those examples.(Open Web site link in title to reference other resources described on page)Say: In addition to Alliance for a Healthier Generation Model Wellness Policy Template, The USDA TEAM Nutrition Website offers numerous other School Wellness Policy examples and guidance including the:

• Yale Rudd Center for Food Policy and Obesity: Model District School Wellness Policy

This model offers ample model wellness policy language from which other school districts can get ideas and tailor to their own district.

• District policy establishing a healthy vending program The National Policy & Legal Analysis Network to Prevent Childhood Obesity web page includes information to help a school district create a healthy vending program that fits within any established wellness policy by making sure products sold meet the wellness policy’s nutrition standards. Resources include sample district policy language, a model healthy beverage vending agreement, and a fact sheet outlining key considerations before entering into an agreement.

• Food and beverage advertising/marketing restrictions National Policy & Legal Analysis Network to Prevent Childhood Obesity web page also includes information to help a school district create and maintain a learning environment that minimizes commercial distractions. Resources include sample district policy language for food and beverage advertising, as well as related fact sheets.

• Water access in Schools model wellness language Also from the National Policy & Legal Analysis Network to Prevent Childhood Obesity, and provides information to help a school district meet the federal requirement to make fresh drinking water available during mealtimes in school food service areas at no cost to students. Resources include sample district policy language for water access; examples of how schools across the country have partnered with other agencies and private companies to fund drinking water programs; and a fact sheet offering strategies for schools and guidance for parents, teachers, and community members to get involved.

• Energize Your Day with School Breakfast Toolkit : School Wellness Policy Module

Created by the USDA- Food and Nutrition Service, this module of the tool kit includes materials that describe how the wellnesspolicy can work for school breakfast program with specific policy questions and suggestions, as well as a resource document from Team Nutrition that describes (free!) additional

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materials school districts can use to promote your program.Source: http://healthymeals.nal.usda.gov/local-wellness-policy-resources/model-wellness-policiesSay: Finally, Dairy Council of California has a database of school wellness policies that have been created by school districts all over California. The database is searchable by region, county and school district and offers some great examples to benchmark from.Other School Wellness Policy Tools (Action for Healthy Kids Wellness Policy Tool):Say: The Action for Healthy Kids Wellness Policy tool is intended to help anyone involved in developing, implementing, and evaluating wellness policies by providing practical guidance and how-to information about the wellness policy process.Say: Action for Healthy Kids developed the Wellness Policy Tool: Seven Steps to Success is designed to help school districts to create a local wellness policy that meets a district's unique goals for nutrition and physical activity and take the next steps to put the policy into action.Facilitator instructions: Open the slide title link to access: Action for Healthy Kids Wellness Policy Tool Web page.Say: To use this tool, start with Step 1 or go directly to the step that is relevant to your progress. Clicking on each step will open a new page with specific information and guidance (click on step graphics to illustrate).Say: As you can see, this tool can be helpful to anyone involved in developing, revising, implementing, and evaluating wellness policies by providing practical guidance and how-to information about the wellness policy process.Say: We encourage you to utilize and/or share this tool with subcontractors and/or partners who may find it useful. We also encourage you to browse the many other school wellness related resources available on the Action for Healthy Kids Web site.Other School Wellness Policy Tools (Center for Eco literacy Wellness Policy Guide):Say: The Center for Eco literacy Model Wellness Policy Guide provides language and recommendations to help schools develop, monitor, and update comprehensive wellness policies. As well as, recommendations to assist users in developing and maintaining comprehensive policies that set high standards for healthy learning.Say: The Guide includes narrative language under headings and subheadings that make clear the district’s motivation in enacting policy and specific language for individual policy points. School districts may use the language as is or adapt it to fit your school’s unique culture and needs.Say: The PDF version of the Guide is available at the link here (refer to slide).

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San Diego School Wellness Policy Template:Say: Although these broader-based model policies and templates are a good place to start, and to utilize for reference, it is important to create school wellness policies from a local perspective. School Wellness Committees need to ensure that wellness policy content is customized to meet their own school district community needs.Say: Many high quality school wellness polices have been created that specifically address individual school district needs, and are great resources to help schools customize school wellness policy components.Say: The Dairy Council of California and the San Diego Childhood Obesity Initiative Websites are just 2 of the resources where one can locate examples local school wellness policies. We will talk more about Dairy Council resources later.Say: Meanwhile, San Diego Health and Human Services Agency, for example, has created a template to assist local school districts with customizing their school wellness polices.Ask training participants to take out The San Diego School Wellness Policy Template that is in their training packets, and walk them through it.Ask training participants to review San Diego template and discuss the following:

1. How have the eight key elements we discuss been incorporated?

2. How could you use this template?3. What other templates have you used and how?

Ask for volunteers from each table to share their responses.Say: great job everyone! So what’s next, you ask? Move to the next slideFacilitator’s notes: School Wellness Policy Elements reminder-

1. Nutrition Promotion2. Nutrition Education3. PA/PE4. Nutrition Guidelines5. Community Participation6. Share with the Public7. Other areas of student wellness8. Check that it’s working

Handout- in training packet:San Diego Health and Human Services Local School Wellness Policy Template.Source:San Diego Health and Human Services Agency, with permission to share from same.

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Play Time (Activity): Team Quiz Hustle: School Wellness Policy Elements:Say: Now it’s time to test our knowledge with a little “Playtime” activity we call: The Team Hustle Quiz.Facilitators explain and model instructions below.Do (playtime activity):1. Divide the class into teams of “X”, with each team starting at a different exercise station.2. On signal (start music-optional) each team performs the physical activity on the front of the card at their station, and continues the activity as they turn the card over and read the question related to a school wellness element.3. As teams continue their designated PA, they select an answer to their question from the School Wellness Elements listed on the slide, and record on their answer sheet, then move to another open station.4. Each team repeats the sequence above for each station.5. Once teams complete all stations, they return to their seats.6. Facilitator(s) review and discuss answers to questions.7. The group with the most correct answers wins.(Note: if the activity results in a tie, a representative from each of the tied teams will role dice. The team with the highest number rolled wins.Say: congratulations to the winning team and thank you to everyone for participating.Time needed:Approximately20 minutes.Equipment:

1. Eight designated stations in training room (no equipment is needed).

2. Eight cards with quiz questions related to each school wellness policy element on one side and a physical activity on the opposite side.

3. Optional: CD with movement/dance friendly music.Supplies and material:1. Create 8 quiz/physical activity cards (1 card per station). Write a quiz question on 1 side of the card and a physical activity on the other side of the card (e.g., 20 jumping jacks, jog in place for 30 seconds, imaginary jump rope for 25 seconds).2. Place a quiz question/physical activity card at each numbered station. The card should be placed with the quiz question face down and the physical activity face up.3. Answer sheet for each team.Quiz answers:1. Nutrition Promotion: 2. Nutrition Education:3. PA/PE: 4. Nutrition Guidelines: 5. Community Participation: 6. Share with the Public: 7. Other Areas of Student Wellness:8. Check that it’s Working:Source:CATCH Grades 6-8 Activity Box: Card # 78.

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Questions:Say: This concludes Part I of our training today.So far:

1. We’ve gained inspiration and motivation from hearing about each other’s successes and challenges.

2. We’ve learned about the what for and the why of school wellness policy, including eight required elements.

3. Finally, we talked about some of the many school wellness policy models, examples and guidance available to support school districts and their partners.

Say: In a few moments we will take time to break for lunch.Say: Before we do break for lunch though, what questions do you have about what you have learned so far?Respond to questions and comments, and thank participants for their contributions.Lunch Time:Say: We’ve reached the point during our training when it’s time to refuel our bodies and refresh our minds.Remind participants of lunch options and logistics (kitchen, microwave, etc.) and expected return time.

Part 2 Creating a Structure: (Title Page):Say: Now that we have a blueprint of school wellness requirements and an idea of what a model wellness policy looks like, let’s talk about the “how”. The next portion of our training will focus on creating a structure for optimizing success and promoting improvement.Including:

• Nailing down and securing partners.• Hammering out the resources to get the right fit.• And, learning about school wellness indicators that

measure up.Success Story Intro:Say: But first, let’s highlight some stories from the field (real world examples) that illustrate how to utilize these tools (partnerships, resources, and indicators) to build and sustain a solid school wellness structure. These stories serve as examples that each school or district is unique, and many different factors contributed to implementing a school wellness policy, and/or created challenges. Taken together, however, these stories provide practical ideas for any school or district to consider when assessing how to improve the health of its students.Say: As we share these stories, be aware of the common themes they share such as:

• A Wellness Champion• Wellness Councils

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• Parent/Community Involvement• Internal and external community partnerships• Assessment, evaluation and monitoring• As well as other strategies

Say: Do these sound familiar? They definitely should as they are all correlated to the school wellness policy elements we learned about earlier.Playtime Activity (success stories- learning from others )Say: So what can we learn from others successes and challenges? Well, let’s find out by doing some investigation (more playtime!).Explain activity according to instructions below.Ask: Is everyone ready?Do (Playtime Activity):

1. Facilitators will divide participants into groups of “X” and ensure each team receives a “Putting Local School Wellness Policy into Action: Stories from School Districts and Schools” booklet.

2. Each team has a tool with the name of a success story from the “Putting Local School Wellness Policy into Action: Stories from School Districts and Schools” booklet at their table.

3. All teams will be given 10 minutes to review the success story named on their tool, and identify highlights to record on poster paper for presenting to other training participants. Have them pay special attention to the following to highlight in their presentations:

• Partnerships involved• Resources used• Assessment and evaluation techniques used

4. Upon completion of success story review, a representative from each team will role die to determine order that each team will present highlights to other training participants (highest number will present first and lowest last).Encourage discussion between participants after each presentation, including how stories relate to their communities.Thank participants for sharing.Say: as we move through the next few portions of our training, consider the stories we just shared, and how they may impact the decisions you make when you return to your agency.Say: You may also want to contemplate how the information and resources we are about to share about partnerships, resources and indicators can be taken back and used by your agency and/or shared with partners.Say: Please bear in mind however, this is a selection of tools that SNAP-Ed implementing agencies may find useful and beneficial, but is by no means comprehensive.Say: So, let’s move forward then!Image: Groups\CPNS\COMMUNICATION & MEDIA\_COMMS RESOURCE LIBRARY\photo_catalog\Resource Library\School

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Supplies:Flipchart, markersHandout:Putting Local School Wellness Policy into Action: Stories from School Districts and schoolsNailing Down and Securing Partners :Say: Ideally, school wellness partnerships should include both internal and external stakeholders. Obviously, partnerships vary depending upon the area of focus .Say: But, we are all now very aware of the requirement that all school districts must have a collaborative wellness team (committee, council, etc.) in place to develop, implement and review school wellness policy, correct?Ask: Do you remember the breadth of partners that were suggested for including on this team?Ask training participants to call out potential wellness committee representatives?Write responses on a flipchart, then share additional wellness team suggestions as indicated by USDA (e.g., parents, students, physical education instructors, teachers, school health and nutrition/health professionals, the school board, school administrators, and the general public, etc.).Say thank you and great job!Supplies and materials:Flip chart, marker.Nailing Down and Securing Partners (Playtime Activity):Say: So, what about partnerships that support other elements of the school wellness process? And for that matter, how do we keep those partners?Say: Well, how about we learn the answers to these questions from each other through another playtime activity.Facilitator instructions: Facilitator reads instructions below to training participants, and provides example of answers.Do (Playtime Activity):

1. Participants will pair up with the person seated to their left. If there is an uneven number of participants, one person will pair up with a facilitator.

2. Each pair will walk up to the front of the room and pull a school wellness policy element from the grab bag and take a piece of poster paper (markers will be in their “toolboxes” on their tables).

3. Pairs will have 15 minutes to discuss and write the answers to the following questions on their poster paper

1. What element did you choose?2. Who are your partners to support this element3. How would you recruit partners for supporting

this element?4. How will you sustain these relationships?

4. Each pair will share out their responses as called upon by a facilitator.

Ask participants to share final questions and/or comments

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about what they learned from each other.Respond to questions and encourage discussion between participants.Thank everyone for participating.Say: Let’s talk about resources now.Facilitator’s notes: School Wellness Policy Elements reminder-

1. Nutrition Promotion2. Nutrition Education3. PA/PE4. Nutrition Guidelines5. Community Participation6. Share with the Public7. Other areas of student wellness8. Check that it’s working

Supplies: Grab bag, paper tools with name of 7 elements (minus school wellness committee), markers, poster paperRecess: Brain Break:Say: Since this is school wellness training, what would it be without recess? Or in this case, what we like to call a “brain break”.Say: Why do we call them brain breaks? Because they enhance attentiveness, concentration and focus, and best of all, they release energy, anxiety and stress, who wouldn’t want to relieve anxiety and stress, right?Say: The “brain break” we are going to do today is called “Let’s Get to Work”, from Move to Learn (www.movetolearnms.org.),and it is no mistake that it goes along with today’s “building” them.Say: So, here we go! (Facilitator starts video and participants follow along).Say: Great job everyone! Let’s take 5 minutes for a bathroom break, before we move on to our next topic.Hammering out the Resources:Say: What resources are available to assist school districts and schools with addressing the school wellness policy dilemma, you ask? Well, we’ve found that the resources are countless, but we all know that locating the right resources can be quite daunting when you don’t know exactly what you’re looking for, or where to start to find it. There are the USDA, CDC, CDE, Action for Healthy Kids, UC Calfresh, Dairy Council of California, Alliance for a Healthy Generation, and the list goes on and on.Say: For the purpose of today’s training, let’s narrow it down to some resources that are available from SNAP-Ed recommended sources many of which are available on the USDA Team Nutrition Web site, including several from the sources I just mentioned.Say: Good news though, a resource page that includes links to resources by source and topic is included in your training

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packet. So, no, you do not need to have a photographic memory to reference these resources.Say: Just a reminder, however, please consult with your State level project officer or program representative prior to initiating the use of any new resources or materials.Say: On that note, let’s get started on hammering out those resources, or even better, keeping with our “tools” theme of course, “chiseling away” at them.Handout:School Wellness Resource Page (in participant packet)Hammering out the Resources, USDA Resources:Say: Let’s start with the USDA.Say: The USDA- Team Nutrition Web site offers a huge number of School Nutrition Environment and Wellness Resources, some that are dedicated to policy development, which we discussed earlier. However, many other resources to assist with school wellness strategies and interventions related to wellness policy elements are available on this website as well. So, let’s talk about some of those resources. (Open link in title, then open 1 or more of the elements sub-links to show examples)Describe resources as explained in talking points below (explore resources via website upon request and/or as time allows).

1. Nutrition Education Offers a large array of great resources applicable to preschool through high school, as well as cooking class materials for all ages, and nutrition education evaluation tools. Examples range from the EatPlayGrow curriculum for early childhood to the Yummy curriculum for elementary kids and Super Tracker Nutrition Plan for middle and high school.Source:http://healthymeals.nal.usda.gov/nutrition-education-92. Nutrition PromotionResources to create school environments that encourage healthy nutrition choices through messages and activities that inspire school community members to take action. Also includes tools for taste testing and evaluation recipes, as well as Smarter Lunch Room resources.Source:http://healthymeals.nal.usda.gov/local-wellness-policy-resources/wellness-policy-elements/nutrition-promotion3. Physical ActivityResources to help motivate children to move more and sit less. Includes tools and curricula appropriate for early childhood through school aged children; as well as for outdoor and nature related environments. Examples include: physical activity videos, brain break tips, walk and bike to school resources and references for improving PE strategies in schools.Source: http:

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//healthymeals.nal.usda.gov/resource-library/physical-activity-school-aged-children/physical-education4. All Food Available on CampusOffers resources to plan, purchase, prepare, taste-test, and promote healthy school meal choices. Includes: national school meal standards and Federal requirements, menu planning tips, and gives reference to Tools for Schools, a one-stop guide that helps schools offer healthier and appealing meals and snacks that meet national nutrition standards, and the Smarter Lunch Movement which is a system for promoting healthy eating behaviors with simple changes to the school lunchroom environment. Source: http://healthymeals.nal.usda.gov/healthierus-school-challenge-resources/smarter-lunchrooms.5. Other School Wellness Based ActivitiesThis selection of resources is especially fruitful for suggesting alternative activities andprograms that promote health and wellness in schools such as, Farm to School, SchoolGardens, chef to school partnerships, The Salad Bars to Schools Initiative and strategies for ensuring safe water access on campus to name a few. Source: http://healthymeals.nal.usda.gov/local-wellness-policy-resources/wellness-policy-elements/other-school-based-activitiesSay: The USDA Team Nutrition Web site also includes various research reports, issue briefs, data sets, and coding and evaluation tools related to wellness policies, and information on specific grants related to child nutrition and physical activity, resources to locate grants, and information on the grant writing process. And much, much more. Hence the reason we narrowed the selection done a bit.Say: Although you may need to hire your own navigator (not with SNAP-Ed funds of course), we highly encourage you to explore this Web site further, since as you can see, it contains a wealth of information to assist you and your partners with all of you school wellness related needs.Say: And finally, many of you may also be familiar with:The SNAP-Ed Strategies and Interventions: An Obesity Prevention Toolkit for States. This toolkit features evidence-based Policy Systems and environmental Changes that support direct education and social marketing and ways to evaluate them across various settings, including nutrition and physical activity strategies, examples and resources for the school setting. Source: https://snaped.fns.usda.gov/sites/default/files/uploads/SNAP-EdToolkit2016UpdateFeb2.pdfSay: hopefully, at this point, you find yourself honing in on some of the resources we’ve shared so far, because they are applicable to you and your partners current school wellness related needs.

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Ask: What USDA resources, either that we have already mentioned, or others, do you, your partners and/or subcontractors currently use for school wellness related strategies and interventions?Encourage discussion between participants.Thank everyone for their contributions.Say: Next we would like to highlight a few additional resources from other sources.Hammering out the Resources, Policy, Systems and Environmental Change Resource Guide:  Strategies for Increased Access to Healthy Foods, Beverages & Physical ActivitySay: This guide identifies resources and strategies to advance obesity prevention through policy, systems and environmental (PSE) change efforts that local implementing agencies may use as a part of their work through the United States Department of Agriculture’s (USDA) Supplemental Nutrition Assistance Program-Education (SNAP-Ed).Say: The PSE Resource Guide provides samples of regional and national evidence-based, practice-based, and emerging tools and resources to achieve policy, systems and environmental change to advance obesity prevention efforts in a variety of settings most of which are applicable to the school environment. The PSE Resource Guide also provides a select listing of strategies and resources for community-level engagement and program implementation.Say: specific instructions for use are included within the guide.Say: Please note, however, resources were selected based on whether the strategies they contain have the ability to affect change, not for their adherence to any particular set of funding guidance; as a result, each chapter has a selection of interventions which may or may not be SNAP-Ed allowable. Hence, collaboration with community partners is encouraged, as these collaborations can help to leverage resources, and create multi-level approaches to PSE work that will build upon SNAP-Ed allowable activities and enhance interventions.Ask: who is familiar with or has used this as a resource for school-based interventions? If have used, Ask: How have you used it?Encourage discussion between participants.Thank participants for their responses.

CA- SNAP-Ed SIA Resources:Say: The CDPH-NEOPB Web site also has some great materials and resources approved for use by all California SNAP-Ed implementing agencies.Say: These resources and materials include: (read from list on slide).Say: These resources include a broad array of materials to choose, including a variety that are great for school-based interventions and education.

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Say: That being said, I would like to draw your attention specifically to the SNAP-Ed Integrated Curricula List and the NEOPB Approved Resources List (open link in slide title, then links for each on the NEOPB Web site) Briefly walk through instructions and provide overview of how to use each list (practice with participants).Ask: How many of you have utilized any of these resources and how?Ask: What other SNAP-Ed Implementing Agency (CDPH-NEOPB, UC Calfresh, Catholic Charities, CDA, CDSS) school wellness resources have you used?Thank participants for their responses.Other Resources:Say: I know you think that we covered all the resources you would ever need during our review of USDA resources, but there are more than you could imagine, a few of the more local resources include The UC Davis- Center for Nutrition in Schools, The California Department of Education, The Dairy Council of California, The California School Wellness Policy Collaborative, and California Project LEAN, and although they are not local we must also mention the Center for Disease Control (CDC) and The Alliance for a Healthier Generation.Say: Again, just as a reminder, these resources are all included on the resource page in your participant training packet.Provide overview of each as described on next slides.The Center for Nutrition in Schools:Say: The Center for Nutrition in Schools (CNS) was established by UC Davis in response to the needs of teachers and administrators for nutrition education resources and professional development opportunities.Their goal is to provide resources relevant to child nutrition programs, district wellness policies, community partnerships, student education, professional education, and parent education. Their core areas of focus are:

• Student Education• Professional Education• Parent Education• District Wellness Policy• Child Nutrition Programs• Community Partnerships

Say: Resources developed by the UC Davis Center for Nutrition in Schools emphasize:

• Lessons that empower students to understand connections between food choices, health, and the environment

• Activities that include basic food preparation and development of social skills in group dining experiences

• Science experiments that explore influences on food selection and the development of eating habits

• Service learning that involves food systems and

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environmental stewardship• The role of agriculture in providing access to fresh,

seasonal, locally-grown foods• And much more.

Say: One great example of The Center for Nutrition in Schools resources is “The Shaping Healthy Choices Program”, a multi-component, school- based intervention that was developed to improve children’s health.Say: This program integrates activities within four components, all working together to sustain positive health outcomes:1. Nutrition education and promotion2. Family and community partnerships3. Foods available on the school campus with an emphasis on regional agriculture4. School wellness policiesSay: This program incorporates the following elements:

• Nutrition education, featuring a standards-based nutrition curriculum that utilizes inquiry-based and experiential learning approaches

• Instructional gardens to enhance nutrition education• Cooking demonstrations that engage youth in exploring

new foods using their five senses• Family newsletters to promote parenting practices that

have been shown to be effective• Salad bars in the school lunchroom that feature regional

produce• School-based wellness committees to support and

sustain the program• School-wide health fairs comprising nutrition related

educational booths and games, and the support and participation of community partners

California Department of Education:Say: The California Department of Education provides an overview of the Healthy Hunger-free Kids Act of 2010 school wellness implementation requirements, as well access to the California Department of Education Nutrition Education Resource Guide; this is a resource to assist local educational agencies and after-school programs in their efforts to implement well-planned, high-quality instructional programs in nutrition education. Local agencies and educators are encouraged to use this Guide as a resource to plan, implement, and evaluate instructional strategies for a comprehensive nutrition education program.Sources:1. California Department of Education- Healthy Hunger-Free Kids Act 2010 Informationhttp://www.cde.ca.gov/ls/nu/he/wellness.asp2. California Department of Education- Nutrition Education Resource Guidehttp://www.cde.ca.gov/ls/nu/he/nerg.asp

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Ask participants if there are other school wellness resources provided by California Department of Education they are familiar and/or would recommend for use?Encourage discussion between participants.Thank: participants for sharing.The Dairy Council of California:Say: Although the Dairy Council of California offers many great resources on their Website that may be utilized and shared, we would like to highlight their wellness policy directory. This valuable resource enables you to access school district wellness policies throughout the state of California. Other resources available free of charge for the Dairy council include, but are not limited to:1. Scoring and evaluation tool for nutrition education and model nutrition education wellness policies.2. Nutrition lesson plans for teachers as part of a K-12 sequential curriculum3. Nutrition education for parents (including presentations, booklets and tip sheets)4. Tools for enhancing milks role in the school lunch program5. Sample menus, healthy recipes and meal ideas

Project LEAN:Say: California Project LEAN develops research-based, user-friendly tools and resources that educate audiences on nutrition and physical activity issues and help groups to take action to implement strategies that will improve nutrition and physical activity environments.Say: California Project LEAN develops toolkits, lesson plans, fact sheets, policy briefs, reports, fact sheets, and brochures on topics such as school wellness, stakeholder (e.g., parent/promotora/youth) engagement, physical activity/physical education, safe routes to school, school food and beverage standards, bone health, and marketing in schools, to name a few.Center for Disease Control and Prevention:Say: The CDC website includes many resources to assist districts in designing, implementing and promoting elements oflocal school wellness policies. A select list of school wellness related resources, including The School Health Guidelines toPromote Healthy Eating and Physical Activity, can be found in their Select tools and Resources for Schools List.

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The Alliance for a Healthier Generation:Say: In addition to the model school wellness policy we discussed earlier, The Alliance for a Healthier Generation offers the Healthy Schools Program which is a 6 step process that provides a roadmap guiding you to create a healthier school. The Alliance describes it as “a circular journey where schools continuously take a status check, work on making improvements, learn from successes and challenges and keep pushing the needle forward. When schools repeat the cycle each year, it becomes embedded in the culture of the school and efforts to become a healthy school are sustained”. Details about the 6 step process and examples of each on The Alliance for a Healthier Generation Web site.Play Time (Activity): School Wellness Resource Scramble:Say: Now it’s time for another playtime activity. Let’s see how many of these resources we can remember. Take out the handout titled Resource Scramble in your training packet is.Do (Resource Scramble Activity):

• Encourage participants to take out their Resource Scramble activity page from their training folder.

• Allow participants 1 minute to unscramble as many resources on the scramble as possible.

• Inform participants they must write the full name of each resource on the line that matches the scrambled version.

• At end of 1 minute, let participants share out the number of resources they were able to unscramble.

• Direct participants to share answers with each other until all have completed the scramble.

• Assist participants with reviewing and confirming correct answers.

• Ask participants which they would be most likely to use and how.

• Thank participants for their contributions.Say: Now you have all of the school wellness resources you will ever need, right?Handouts in packet:Resource Scramble Activity PageQuestions:Say: Next, we are going to take our afternoon recess to refresh and refocus ourselves, but before that, let’s open it up to questions. What questions do you have at this point?Respond to participants questions and encourage discussion between participants.

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School Wellness Indicators That Measure-Up: Title PageSay: School Wellness Indicators that Measure-up. What does that mean, you ask? Well, I suppose it can mean many things, and may mean something different to each of us.Say: So, this is our opportunity to share information about school wellness indicators and tools that can be used to assess and evaluate school wellness policy.Say: We will start by describing what a school wellness indicator is, and then discuss how school wellness indicators are used, and finally, we will offer some examples of tools and how they can be used.Say: What questions do you have before we get started, and share response as appropriate.What is an Indicator:Say: Wellness indicators are measurements. They measure different aspects of wellness within a community or group. Each indicator is like a piece of a puzzle contributing to an overall picture. An example of a school wellness indicator might be physical activity opportunities provided at an elementary school. A school may measure the number of physical activity opportunities on campus, then identify ways to increase those opportunities.Ask: What other measurements of school wellness come to mind? Encourage discussion between participants.Thank participants for sharing.Say: An index is a special kind of indicator that combines two or more individual indicators to produce a single data element, and is used to summarize a general or multi-component area. For example, academic achievement comprises different subjects, but is often represented by a single score, as in a grade-point average. Another example of such a system is the US Centers for Disease Control and Prevention’s School Health Index which we will talk more about later.How are Indicators Used:Say: Now that we have a better understanding of what indicators are, let’s talk about how they are used.Say: School health indicators and indexes are commonly used in seven ways. It is unrealistic, however, to expect indicators on their own to serve a useful function. For all seven uses, indicators provide a piece the puzzle of a more comprehensive set of activities.Say: For example, an increase in student self reports of fruit and vegetable intake from one year to the next cannot necessarily be assumed to indicate the effectiveness of a new nutrition education program that was implemented in the interim.Say: An overview of the seven uses for school wellness indicators, (and for any other health indicators for that matter) are as follow (explain each as described in list below):

• Description: For the purpose of generating knowledge and understanding.

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• Monitoring: To track school-wellness-related outcomes that might require policy changes or interventions.

• Goal Setting: To help focus and coordinate school wellness activities across school districts and their community.

• Advocacy: To promote funding allocation, program adoption decisions, or policy change.

• Evaluation: To answer questions about the implementation and effectiveness of school wellness program and policies, and to explain and clarify reasons for success or failure.

• Process-based accountability: To hold school districts responsible for meeting program implementation, collaboration, and policy goals.

• And finally, Outcomes-based accountability: To hold school districts responsible for meeting prescribed or agreed-upon student wellness or wellness behavior results (aka goals).

School Wellness Indicator Tools:Say: Now that we’ve learned about what school wellness indicators are, and how they can be used, let’s talk about tools.Say: For the purpose of today’s training, we will focus on some frequently used tools.

• Alliance for a Healthier Generation: Healthy Schools Program

• Centers for Disease Control and Prevention (CDC):The School Health Index (SHI)

• Well-Sat 2.0• Schools for Community Actions for Nutrition Survey

(SCAN)Say: We will then focus on a few outcome-based indicators.Tools (Alliance for a Healthier Generation):Say: In addition to their Model School Wellness Policy Template we discussed earlier, The Alliance for a Healthier Generation offers guidance to assist school districts through their Healthy Schools Program which was briefly mentioned during our discussion about resources. The Healthy Schools Program provides school districts with a workable framework that sets specific actions to help make schools healthier, including a school health assessment and programmatic resources that address practice, policy, and the larger school environment.Say: First, Staff from schools or other organizations sign-up for the Heathy Schools Program online and obtain a password.Say: After completing an assessment, participants are provided with a framework for preparing an action plan to improve school wellness.

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Tools (Alliance for a Healthier Generation):Say: The Alliance assessment tool addresses physical activity, physical education, nutrition, and health education, and includes many health indicators including the specific practices listed on this and the next slide. For example: recess, drinking water, healthy foods and daily PE. (Move to next slide)

Tools (Alliance for a Healthier Generation):Say: As well as healthy fund raising, trainings for heath-related teachers, family and community PA promotion, and active transportation support.Say: In addition: Local agency staff can both review the student wellness policy and observe actual campus practice to determine to what degree the indicated elements are true for a given campus.Say: SNAP-Ed Implementing agencies can then seek to help schools incorporate any of these practices that are not currently being implemented. These elements (or indicators as we just called them) may be considered “operational” indicators. That is, they support behaviors that are expected to improve health.The School Health Index:Say: The School Health Index (SHI) was developed by the U S Centers for Disease Control and Prevention (CDC) as a comprehensive self-assessment and planning guide for use by school and community partners. It was designed to enable local schools and communities to identify the strengths and weaknesses of their elementary and secondary schools’ health promotion policies and programs.Say: The School Health Index (SHI) is intended to lead to an action plan for improving student health, ideally involving a partnership of teachers, parents, students, and other community members. The currently available second edition of the SHI addresses three health behavior areas: physical activity, eating habits, and tobacco use.Say: The School Health Index is built around the coordinated school health framework, and each health behavior area has eight distinct modules corresponding to the eight components of the framework.Facilitator note:The Whole Child approach is the next evolution of the coordinated school health model. Developed by the United States Centers for Disease Control and Prevention (CDC), the model aims to align the policies, processes, and practices of education, public health, and school health to improve learning and health.Say: For those of you who are not familiar with coordinated school health it is a schoolwide approach and commitment

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that supports and integrates eight components. These components work together to develop and reinforce health-related knowledge, skills, attitudes, and behaviors and make health an important priority at school. The eight components of coordinated school health are:

1. Coordinated School Health Education2. Physical Education3. Parent/community involvement4. Healthful School Environment5. Health Services6. School Counseling, Phycology and social services7. Nutrition services and8. Health promotion for staff

Say: Completing the SHI is an important first step toward improving a school’s health promotion policies and practices. A school can then implement the School Health Improvement Plan and develop an ongoing process for monitoring progress and reviewing recommendations for change.Say: Results from using the SHI can also help schools include health promotion activities in their overall School Improvement Plan.Say: The SHI is designed for use at the school level. However, with appropriate adaptation, it could be used at the district level as well, especially if the district has only a few schools and those schools have similar policies and practices.Tools: WellSAT2.0:Say: A great tool for assessing the strengths and completeness of written school wellness policies is WellSat 2.0. This tool alerts the reviewers to elements that may need to be added, removed or changed within school wellness policiesSay: The WellSAT is not intended for use in assessing the degree to which school districts have implemented their wellness policies. The Rudd Center's WellSAT-i measures implementation. If you are interested in using this tool contact Margaret Read at margaret.read@uconn.edu to schedule a training.The SCAN Survey:The UC Davis Center for Nutrition in Schools (CNS) developed a district wellness policy assessment, called the School and Community Actions for Nutrition Survey. This self-assessment tool is designed to provide members of the school community with an easy and effective method for monitoring and evaluating progress in nutrition-related areas of the school district that will positively assist children in improving food behaviors and promote health.The SCAN Survey addresses the following areas:

• Wellness Policy Implementation• School Environment• Student Education Systems• Professional Development

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• Parent Involvement• Community Partnerships

The SCAN Survey is set up in a rubric format with a scoring system, allowing for a straightforward and comprehensive assessment of the existing district's policies and programs related to nutrition.Tools: Longer Term Indicators:Say: Before we close-out our discussion about ”School Wellness Indicators That Measure-up, we would like to take a few moments to share some examples of outcome-based indicators that can be utilized to measure impacts/benefits/changes to students as a result of program efforts during and/or after their participation in wellness interventions. Outcomes evaluation can examine these changes in the short-term, intermediate term and long-termSay: The elements listed here (read list on slide) can be defined as longer term indicators, and interpreted as outcome indicators. They represent health-related results that are linked to campus practices that support students making healthy choices.Health-related Academic Success Indicators::Say: Other longer-term outcome indicators include those related to health-related academic success, such as those identified in the +A 2013 IOM report linking PA, to better test scores, greater attention span and faster cognitive processing speed. These indicators are viewed as outcome, because they spring from student adoption of healthy behaviors.

Indicators Mix and Match Playtime activity:Do (Indicator Tool Activity) :

1. Divide participants into 4 groups.2. Distribute tool overview folders with tool cards attached

to each group.3. Provide 1 sheet of poster paper and markers to each

group.4. Instruct participants to create a poster that describes

how the tool they chose can/will be used (can be pictures or words).

4. Allow each group to share and explain their poster.5. Encourage discussion between participants6. Thank everyone for participating.

Activity supplies:1. Four Pocket folders2. Four tool overviews (1 type for each folder)3. Card stock (index card size) with tools or toolbox picture

on front and tool name on Back (attach 1 to front of each folder)

4. Poster paper5. Markers

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Questions:Say: We’ve learned a lot today about tools and resources that can help us build effective school wellness strategies. In a moment, we will put the knowledge we gained during our training to the test.Say: Before we take our next steps for achieving success, let’s open it up again for questions.Ask: What questions do you have?Respond to participants questions and encourage discussion between participants.Thank participants for their questions.Part 3: Building Your Foundation Intro:Say: We’ve now reached our final playtime activity to wrap-up the day.Say: Now it’s time for us all to build! (move to next slide)

Building Your Foundation Activity:Do: School Wellness Action Plan Playtime Activity:

1. Direct participants to take Build Your Foundation activity sheet from training packet.

2. Invite participants to join others from their agency and/or county to complete this activity.

3. Ask participant teams to select a school wellness element they learned about during today’s training (see next slide).

4. Instruct participants how to conduct activity (review activity sheet and provide answer examples)

5. Allow teams 10-15 minutes to answer questions on activity sheets.

6. At end of 10-15 minutes, call upon participants to share and compare responses with each other/group as time allows.

7. Thank every for their participation.Supplies and Materials:Build Your Foundation activity sheets in packet, writing utensilsPreparation:Print Activity sheet for add to training packet.

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Suggested Physical Activities

Stretch Break:

Lead the Stretch break activity by guiding participants through the following:

1. State: Close your eyes, and hold onto a chair if you need to.2. Ask: if you had anywhere in the world to go to relax, where would it be?3. State: visualize your surroundings and yourself (the waves, the mountains, swimming through the ocean, breathing in the fresh air, etc.)4. State: Now slowly open your eyes and stretch your arms high above your head, then make a big circle with your arms around and reach down towards your toes. Slowly, reach your arms back up to the sky. Then, reach around your body and slowly give yourself a hug. Finally, close your eyes again and take a slow deep breath in and then slowly release out. Slowly open your eyes.

Recess/Brain Breakhttp://www.movetolearnms.org/for-the-classroom/fitness-videos/lets-get-to-work/

Say: Since this is school wellness training, what would it be without recess? Or in this case, what we like to call a “brain break”.Say: Why do we call them brain breaks? Because they enhance attentiveness, concentration and focus, and best of all, they release energy, anxiety and stress, who wouldn’t want to relieve anxiety and stress, right?Say: The “brain break” we are going to do today is called “Let’s Get to Work”, from Move to Learn (www.movetolearnms.org.), And it is no mistake that it goes along with today’s “building” them.Say: So, here we go! (Facilitator starts video and participants follow along).

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Suggested Ways to Evaluate

FFY 2016 School Wellness TrainingIn Person Evaluation Questions

1. Please respond to the question below with the appropriate answer:

a. Name at least five resources for assisting school districts and schools to strengthen school wellness.

Strongly Agree ☐ Agree ☐ Disagree ☐ Strongly Disagree ☐ N.A. ☐b. Identify three or more partners that may contribute to effective and sustainable school wellness activities.

Strongly Agree ☐ Agree ☐ Disagree ☐ Strongly Disagree ☐ N.A. ☐c. State five indicators for measuring school wellness improvement.

Strongly Agree ☐ Agree ☐ Disagree ☐ Strongly Disagree ☐ N.A. ☐

2. Please check ALL of the training activities below that were EFFECTIVE in meeting the course objectives.

a. The nuts and bolts of school wellness ☐

b. Nailing down and securing partners ☐

c. Hammering out the resources to get the right fit ☐

d. School wellness indicators that measure up ☐

e. Build it and they will come: peer sharing ☐

f. Building a foundation: what is your blueprint for success?☐

3. How likely are you to recommend this training session to someone else?

Very likely ☐

Somewhat likely ☐

Not very likely ☐

Does not apply ☐

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4. What about this training session did you especially like?

5. What do you think would make this training session better?

6. Any other comments?

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