Taking The First Steps

Presentation by:Susan Magrann, MS, RDNutrition Education ConsultantNetwork for a Healthy California

Valerie Parsons, MA, M.EdProgram CoordinatorNetwork for a Healthy CaliforniaMonrovia Unified School District

Funded by USDA SNAP, known in California as CalFresh. •California Department of Public Health

Action Plan Step 1:Review School Wellness Policy

• Determine the requirements for nutrition education.

• Assess the nutrition components of the wellness policy and make appropriate recommendations to strengthen policy.

• Identify key partners.

Webinar on June 2, 2011

8:30 a.m. - 10:30 a.m.

Action Plan Step 2:Nutrition Instructional Guidance Documents

• Review California Health Education Content Standards (CHECS) for Nutrition and Physical Activity

• Review the Nutrition Competencies (NC)

Question

In what way is learning how to eat healthy similar to

learning how to safely drive a car?

Teacher Training

• Basic Nutrition

• California Health Education Content Standards (CHECS) and Nutrition Competencies (NC)

Impact Evaluation Results

-1

0

1

2

3

4

5

6

Knowledge Self-efficacy Consumption

means 06-07

means 07-08

Impact of Knowledge-based Nutrition Education vs.

Standards-based Nutrition Education Aproach

Uni

ts o

f C

hang

e Legend:

Pre-post mean

difference 2006-07

Pre-post mean

difference 2007-08

-1

0

1

2

3

4

5

6

Knowledge Self-efficacy Consumption

means 06-07

means 07-08

-1

0

1

2

3

4

5

6

Knowledge Self-efficacy Consumption

means 06-07

means 07-08

Source: Monrovia Unified School District

California Health Education Content

StandardsContent Areas:

• Nutrition and Physical Activity• Growth, Development, and Sexual Health• Injury Prevention and Safety• Alcohol, Tobacco, and Other Drugs• Mental, Emotional, and Social Health• Personal and Community Health

Overarching Health Education Content Standards

Knowledge:• Essential Health Concepts

Skills:• Analyzing Health Influences• Accessing Valid Health Information• Interpersonal Communication• Decision Making• Goal Setting• Practicing Health-Enhancing Behaviors• Health Promotion

Nutrition Competencies Aligned with the

California Health Education Content Standards

Relationship Between Standards, Frameworks & Competencies

• Standards – provide a clear description of what students should know and be able to do in health education

• Frameworks – provide the “how to” (instruction, assessment, environment, and instructional resources)

• Nutrition Competencies – go beyond the minimum standards to outline comprehensive, sequential, and grade-level expectations and intended to supplement Standards

Overarching Nutrition Competencies

Refer to page 2 of the

Nutrition Competencies

Grade Level Standards

• Span all levels of thinking (knowledge, comprehension, application, analysis, synthesis, and evaluation).

• Developmentally appropriate at each grade level.

• Build sequentially by higher level of cognitive demand or complexity of the content area.

Essential ConceptsNutrition and Physical Activity

• Kindergarten - Name a variety of healthy foods and explain why they are necessary for good health (1.1.N)

• Grade 2 - Classify various foods into appropriate food groups (1.1.N)

• Grade 4 - Identify and define key nutrients and their functions (1.1.N)

• Grade 5 - Describe the food groups, including recommended portions to eat from each food group (1.1.N)

Components of Health Education

Overarching Standards

Health Content Areas

Grade-Level Standards

Health Instruction

Overarching Standards

Health Content Areas

Grade-Level Standards

Health Instruction

Essential Nutrition Concepts

a) Know the six nutrients and their functions.

b) Know nutrition and health guidelines.

c) Know factors affecting energy balance.

d) Describe how nutritional needs vary throughout the life cycle.

e) Identify the physiological processes for digestion, absorption, and metabolism of nutrients.

Essential Concepts (continued)

f) Explain the influence of nutrition and physical activity on health.

g) Know principles of handling (growing, harvesting, processing, storing, and preparing) foods for optimal food quality and safety.

h) Consider the interactions among nutrition science, ecosystems, agriculture, and social systems that affect health including local, national, and global perspectives.

How are Skills Acquired?

Knowledge + Skills +

Practice + Reinforcement

= Success

California Health Education Content

Standards and Nutrition Competencies

Hands-On Activity

Name the Nutrition Competency

Students will explain to their parents the importance of eating fruits and vegetables and ask their parents to purchase the HOTM fruit or vegetable.

Name the Nutrition Competency

Students are able to identify if a fruit or vegetable is an excellent source of vitamin C using the food label found in the HOTM Educator Newsletter.

Name the Nutrition Competency

Students will compare the nutritional value of popular snack foods, including fruits and vegetables, and decide which snacks are healthier choices.

Name the Nutrition Competency

The students plan a healthy end of the school year classroom party featuring HOTM fruits and vegetables.

Name the Nutrition Competency

Students learn about the nutritional value of the HOTM fruit or vegetable, how it grows, how to store it to maintain optimal food quality, how to safely prepare it and why it is better to eat California grown produce.

Name the Nutrition Competency

• After completing a HOTM taste testing, the students write down how many times they plan to eat the HOTM fruit or vegetable in one week.

• One week later the students share if they followed their plan.

Name the Nutrition Competency

Students describe why people snack on high fat, high sugar snacks that are promoted in commercials instead of fruits and vegetables.

Name the Nutrition Competency

As a result of monthly HOTM lessons, a student selects and eats fruit for lunch in the cafeteria everyday.

Nutrition Competencies for Grades Three through

Six

Standards-based HealthInstructionhelps students engage in healthy behaviors

Healthy Students, Ready to Learn

The

End