• SHI School Health Index A Self-Assessment and Planning Guide Elementary School 2005 Contents Introduction Instructions for Site Coordinator Module 1: School Health and Safety Policies and Environment Module 2: Health Education Module 3: Physical Education and Other Physical Activity Programs Module 4: Nutrition Services Module 5: School Health Services Module 6: School Counseling, Psychological, and Social Services Module 7: Health Promotion for Staff Module 8: Family and Community Involvement Planning for Improvement Resources Appendix 1: Fact Sheets Suggested citation: Centers for Disease Control and Prevention. School Health Index: A Self-Assessment and Planning Guide. Elementary school version. Atlanta, Georgia. 2005. To obtain copies: x Download print, or complete on CDC’s website: http://www.cdc.gov/HealthyYouth/SHI/ x Request by e-mail: HealthyYouth@cdc.gov x Call toll-free: 888-231-6405 x Request by toll-free fax: 888-282-7681 When ordering, please specify either the elementary school version or the middle school/ high school version. Use of trade names and commercial sources is for identification only and does not imply endorsement by the Public Health Service or the U.S. Department of Health and Human Services. This document was developed by the Centers for Disease Control and Prevention (CDC), National Center for Chronic Disease Prevention and Health Promotion, Division of Adolescent and School Health, Division of Nutrition and Physical Activity, and Office on Smoking and Health; and the National Center for Injury Prevention and Control, Division of Unintentional Injury Prevention, and Division of Violence Prevention. Funding for the development of the first edition of the School Health Index, published in 2000, came from the CDC Foundation and the Robert W. Woodruff Foundation. Introduction Why Use the School Health Index? Promoting healthy and safe behaviors among students is an important part of the fundamental mission of schools, which is to provide young people with the knowledge and skills they need to become healthy and productive adults. Improving student health and safety can x increase students’ capacity to learn, x reduce absenteeism, and x improve physical fitness and mental alertness. The School Health Index (SHI) is a self-assessment and planning guide that will enable you to x identify the strengths and weaknesses of your school’s policies and programs for promoting health and safety, x develop an action plan for improving student health and safety, and x involve teachers, parents, students, and the community in improving school policies, programs, and services. There is growing recognition of the relationship between health and academic performance, and your school’s results from using the SHI can help you include health promotion activities in your overall School Improvement Plan. What Does It Involve? The School Health Index has two activities that are to be completed by teams from your school: the eight self-assessment modules and a planning for improvement process. The self-assessment process allows members of your school community to come together and discuss what your school is doing to promote good health. More specifically, you will be assessing the extent to which your school implements the policies and practices recommended by the Centers for Disease Control and Prevention (CDC) in its research-based guidelines and strategies for school health and safety programs (see the Resources section for information on how to obtain these guidelines). After you complete the self-assessment process, you will be asked to identify recommended actions your school can take to improve its performance in areas that received low scores. Then you will be guided through a simple process for prioritizing the various recommendations. This step will help you select a handful of actions to be implemented this year. Finally, you will complete the School Health Improvement Plan to guide your steps in planning the implementation of your recommended actions. Completing the SHI is an important first step toward improving your school’s health promotion policies and practices. Your school can then act to implement the School Health Improvement Plan and develop an ongoing process for monitoring progress and reviewing your recommendations for change. INTRODUCTION – Page 1 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. Should the SHI Be Used to Compare or Rate Schools? Absolutely not! The SHI is your school’s self-assessment tool. It is not meant to be used to compare schools. It should not be used for auditing or punishing school staff. There is no such thing as a passing grade on the SHI. You should use your SHI scores only to help you understand your school’s strengths and weaknesses and to develop an action plan for improving your promotion of health and safety. Low scores on the SHI should be expected, and they do not indicate a “low-performing” school. They merely point you to areas in which your school can improve its health and safety promotion policies or practices. What Resources Are Needed? The School Health Index is available at no cost, and the assessment process for all five health topics can be completed in as little as six hours. The process may even take less time if fewer than five health topics are chosen. A small investment of time can pay big dividends in students’ improved health, safety, and readiness to learn. Many of the improvements you will want to make after completing the SHI can be done with existing staff and with few or no new resources. For those priority actions that may require new resources, your SHI results can help provide information needed to stimulate school board and community support for school health and help to establish justification to support funding requests. Some states and counties have provided financial support to cover school costs in implementing the SHI (e.g., refreshments for meetings, staff stipends) and mini-grants to help schools implement actions recommended in the School Health Improvement Plan. What is it Based On? The School Health Index is structured around CDC’s model of a coordinated school health program (CSHP). This model highlights the importance of involving and coordinating the efforts of all eight interactive components to maintain the well­being of young people. Coordinated School Health Program (CSHP) INTRODUCTION – Page 2 What Health Topics Does the SHI Address? The 2005 edition of the School Health Index focuses on how schools can address the following health topics: x physical activity and physical education, x nutrition, x tobacco use prevention, x asthma, and x unintentional injury and violence prevention (safety). Because so many health topics are now addressed in the SHI, we have grouped and labeled questions by topic area: physical activity (PA), nutrition (N), tobacco (T), asthma (A), safety (S), and cross-cutting (CC). Cross-cutting questions address issues that are relevant to all five health topics. Additionally, some questions are labeled for more than one topic (e.g., PA/S) because they are relevant to more than one (e.g., physical activity and safety). Grouping questions allows schools to choose to address some, but not all, of the health topics covered by the SHI. CDC believes that a comprehensive approach to school health is the most effective way to influence students’ health behaviors. However, we recognize that some schools will want to address only one topic or just a few at a time. Some schools might have already completed the SHI for some topic areas and do not wish to revisit those questions now. Others might have funding or a mandate to address a specific health topic. The web-based version of the SHI allows you to generate score cards for the particular health topic areas that you wish to assess and complete the assessment online. (Web version is available at: http://www.cdc.gov/HealthyYouth/SHI.) Why Were These Health Topics Selected? These topics were chosen because these health behaviors can play a critical role in preventing the leading causes of death, disability, hospitalizations, illness, and school absences and because CDC has developed guidelines or strategies for schools on addressing each of them. Additional health topics will be added in the future. Physical inactivity, poor eating habits, and tobacco use are primary causes of the chronic diseases – such as heart disease, cancer, stroke, and diabetes – that are the leading causes of death in our nation. These risk behaviors are typically established during childhood and adolescence, and the physiological processes that lead to chronic diseases also can start in youth. Unfortunately, more children and adolescents are overweight than ever before, and more than one in three high school students currently use some kind of tobacco product. Safety-related behaviors are those that can help prevent unintentional injuries and violence. Unintentional injuries and violence are the leading causes of death and disability among children, adolescents, and young adults. Two thirds of all deaths among adolescents are due to either unintentional injuries or violence. INTRODUCTION – Page 3 Major causes of unintentional injuries include motor-vehicle crashes, drowning, poisoning, fires and burns, falls, sports- and recreation-related injuries, firearm-related injuries, choking, suffocation, and animal bites. Types of violence are homicide, suicide, assault, sexual violence, rape, child maltreatment, dating and domestic violence, and self-inflicted injuries. Children and adolescents engage in many behaviors that increase their risk for injury including not using seat belts, driving after drinking alcohol, carrying weapons, and engaging in physical fights. Asthma is the third leading cause of hospitalizations and a leading cause of school absences. On average, in a classroom of 30 children, about three are likely to have asthma. The impact of illness and deaths due to asthma is disproportionately higher among low-income populations, minorities, and children in inner cities than in the general population. Additional information and references on physical activity, nutrition, tobacco use, asthma, unintentional injury, and violence among young people can be found in the CDC fact sheets provided in Appendix 1. More detailed information on the relationship between health and academic performance can be found in the CD-ROM, Making the Connection: Health and Student Achievement, produced by the Society of State Directors of Health, Physical Education and Recreation and the Association of State and Territorial Health Officers (see Resources section). INTRODUCTION – Page 4 Instructions for Site Coordinator There is no single way to implement the School Health Index. Schools have developed many approaches, and you need to find the approach that meets your school’s needs. The most essential thing to remember is that completing the SHI should be a group effort: the strength of the process comes from having individuals from different parts of the school community sit down together and plan ways to work towards improving school policies and programs. The connections that develop among SHI participants are among the most important outcomes of the process. What follows are step-by-step instructions for the most common approaches taken by schools. 1. Review the eight modules. Habits and practices related to health and safety are influenced by the entire school environment. That’s why the SHI has eight different modules, corresponding to the eight components of a coordinated school health program shown in the Introduction. 2. Assemble the School Health Index team. Your first step toward a healthier and safer school is to identify a team of people who will be responsible for completing the SHI. You may choose to (1) create a new team, (2) use an existing team, such as the school health council, or (3) create a new subcommittee of the school management council. Broad and diverse participation is important for meaningful assessment and successful planning and implementation. Below are key people that you may want to invite to join the SHI team. Choose people you think are appropriate to represent your school and community. Principal School counselor, psychologist, or social worker Assistant principal School resource officer(s) Health education teacher(s) Coach(es) Physical education teacher(s) Community-based health care provider(s) Other teacher(s) Community-based social services provider(s) School food service manager Community health and safety agency Parent(s) representative(s) Student(s) (e.g., American Cancer Society, local health School nurse or health care provider department, fire department) Getting support for the use of the SHI from school administrators greatly improves commitment to the process of completing the SHI and implementing the School Health Improvement Plan. School- and district-level administrators can give the School Health Index team the power to implement identified changes. INSTRUCTIONS – Page 1 3. Identify a coordinator for the School Health Index team. The identity of the SHI coordinator will vary from school to school. Many schools have found that it is best to have someone from outside the school facilitate the School Health Index process. This person might be, for example, a retired health educator, a community-based dietitian, a professor at a local university, a graduate student, or a volunteer at a community-based health organization. Because they are removed from school politics, these individuals can be more neutral and help the staff deal with internal conflicts. Whoever coordinates the SHI process needs to be x a skilled group facilitator who can keep meeting participants on task while making them feel good about their participation, x an excellent listener who does not attempt to impose his or her own opinions on the group, and x an individual who is highly respected by all participants and by the school administration. 4. Meet with all members of the SHI team. x Explain the School Health Index and its purposes (you can use the master overhead transparencies provided at the end of this section). Encourage all team members to answer all questions as accurately as possible. Make sure they understand that results will not be used for punishing schools or comparing your school to other schools. x Make sure that all team members understand the importance of healthy behaviors for young people. Completing the SHI is not an academic exercise or a bureaucratic mandate; it is a process for bringing people together to improve a school's policies and programs. Team members should understand that their work on the SHI can make a great difference in the lives of your school's students. 5. Complete the Score Cards and Planning Questions for each module. There is no single way to complete these tasks. Some schools have their entire SHI team stay together to do the entire self-assessment, sometimes in just one meeting. Others form sub- teams of two or more people to work on each of the eight modules. It is very important to have at least two people work on each module, because having more than one person involved will increase accuracy and elicit a variety of creative insights for improving school policies and programs. Whoever completes the modules will need to receive photocopies of the following documents: x Instructions for module coordinator x Module Score Card and Sample Completed Module Score Card x Module Discussion Questions x Module Planning Questions and Sample Completed Planning Questions Individuals working on each module need to x answer the module Discussion Questions by writing the results on the module Score Card, x review the module Score Card results to answer the module Planning Questions, and x use the results from the third Planning Question to identify the one, two, or three highest priority actions for this module that will be recommended for implementation this year. INSTRUCTIONS – Page 2 For some modules this work will take just minutes, but for others it may take an hour or more. 6. Complete the Overall Score Card. Collect each module Score Card, and transfer the scores to the Overall Score Card (located in the Planning for Improvement section). Make copies of the completed Overall Score Card for every SHI team member. 7. Meet with all School Health Index team members to complete the School Health Improvement Plan (see overhead transparencies at the end of this section) x Give a copy of the completed Overall Score Card to each participant. x Review the Overall Score Card results. x Discuss the recommendations for action in each module. x Have all participants work together to identify the top priority actions for the entire school and to complete the School Health Improvement Plan (located in the Planning for Improvement section). Most schools will choose between two and four top priority actions to implement each year. You may decide to produce a brief report that lists all the recommended actions in each module; this report can guide future planning efforts. x Discuss how you will monitor progress and when the team will meet again. WHAT DO WE DO IF A QUESTION SEEMS IRRELEVANT FOR OUR SCHOOL? It is possible that some questions might not be relevant for every school. If you are sure that this is the case, you may choose not to answer the question – just remember to appropriately adjust the denominator used for calculating the Overall Module Score (i.e., subtract 3 points for each question deleted). In many cases questions that might appear to be irrelevant can be re-interpreted to become relevant. For example, a question might ask about the school’s gymnasium or cafeteria, and your school might not have a gymnasium or cafeteria. However, if students participate in physical education or eat meals somewhere on campus, you can modify the question to make it fit your circumstances. If meals are cooked off-site at a central cooking facility, it might be harder for you to obtain information about food preparation practices and to influence those practices – but it can be done. Planning Question 3 will ask you to consider feasibility. Trying to influence practices at a central cooking facility might not be a high priority for your school because it might rate low on feasibility. INSTRUCTIONS – Page 3 SCHOOL HEALTH INDEX – ELEMENTARY SCHOOL Sample Completed Score Card Module 1: School Health and Safety Policies and Environment Instructions 1. Carefully read and discuss the Module 1 Discussion Questions (pages 5-21), 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 1 Planning Questions located at the end of this module (pages 23-24). Fully in Place Partially in Place Under Develop- ment Not in Place CC.1 Representative school health committee 3 2 1 0 CC.2 Written school health and safety policies 3 2 1 0 CC.3 Communicate school health and safety policies to students, parents, staff, and visitors 3 2 1 0 CC.4 Connectedness to school 3 2 1 0 CC.5 Overcome barriers to learning 3 2 1 0 CC.6 Enrichmentexperiences 3 2 1 0 S.1 Safe physicalenvironment 3 2 1 0 S.2 Maintain safe physical environment 3 2 1 0 S.3 No tolerance for harassment or bullying 3 2 1 0 S.4 Active supervision to promote safety 3 2 1 0 S.5 Written crisis response plan 3 2 1 0 S.6 Staff development on unintentional injuries, violence, and suicide 3 2 1 0 PA.1 Recess 3 2 1 0 PA.2 Access to physical activity facilities outside school hours 3 2 1 0 PA.3 Adequate physical activity facilities 3 2 1 0 PA.4 Prohibit using physical activity as punishment 3 2 1 0 N.1 Prohibit using food as reward or punishment 3 2 1 0 N.2 Fundraising efforts supportive of healthy eating 3 2 1 0 N.3 Restrict access to foods of low nutritive value 3 2 1 0 N.4 Restrict access to other foods of low nutritive value 3 2 1 0 N.5 Hands washed before meals and snacks 3 2 1 0 T.1 Prohibit tobacco use among students, staff, and visitors 3 2 1 0 T.2 Enforce tobacco-use policies 3 2 1 0 T.3 Prohibit tobacco advertising 3 2 1 0 T.4 Tobacco-use cessation services 3 2 1 0 A.1 Written policies for self-carry and self-administration of medications 3 2 1 0 A.2 Professional development on asthma 3 2 1 0 A.3 Implement indoor air quality practices 3 2 1 0 A.4 Implement integrated pest management practices 3 2 1 0 COLUMN TOTALS: For each column, add up the numbers that are circled and enter the sum in this row. 30 14 8 0 (If you decide to skip any of the topic areas, make sure you adjust the denominator for the Module Score (87) by subtracting 3 for each question eliminated). TOTAL POINTS: Add the four sums above and enter the total to the right. 52 MODULE SCORE = (Total Points / 87) X 100 58% INSTRUCTIONS – Sample Score Card and Planning Questions SCHOOL HEALTH INDEX – ELEMENTARY SCHOOL Sample Completed Planning Questions Module 1: School Policies and Environment The Module 1 Planning Questions will help your school use its School Health Index results to identify and prioritize changes that will improve policies and programs to improve students’ health and safety. Planning Question 1 Look back at the scores you assigned to each question. According to these scores, what are the strengths and the weaknesses of your school’s policies and environment related to students’ health and safety? Strengths Excellent communication of policies with parents, visitors, and staff. Offer a wide variety of enrichment experiences. Our physical environment is safe, and we do not tolerate bullying. Have a written crisis response plan, and it is practiced regularly. Do not use physical activity as punishment or unhealthy foods as rewards. Smoking is prohibited all over campus, as is advertising of cigarettes. Weaknesses Do not have a committee to oversee our health programs (CC.1). Not all our students are actively supervised (I.4). Indoor and outdoor facilities for physical activity are not often available outside of school hours (PA.1). Fundraising efforts do not support healthy eating (N.2). Could enforce our tobacco-use policies better (T.2). Staff development on unintentional injuries, violence, and suicide are inadequate (I.6). Planning Question 2 For each of the weaknesses identified above, list several recommended actions to improve the school’s scores (e.g., create and maintain a school health committee). 1. Form a school health committee. 2. Conduct staff development on active supervision techniques. 3. Make indoor and outdoor facilities for physical activity available outside school hours. 4. Find alternatives for fundraising. 5. Strengthen enforcement of tobacco-use policies. 6. More staff development on preventing unintentional injuries and violence. INSTRUCTIONS – Sample Score Card and Planning Questions SCHOOL HEALTH INDEX – ELEMENTARY SCHOOL Planning Question 3. List each of the actions identified in Planning Question 2 on the table below. Use the five-point scales defined below to score each action on five dimensions (importance, cost, time, commitment, feasibility). Add the points for each action to get the total points. Use the total points to help you choose one, two, or three top priority actions that you will recommend to the School Health Index team for implementation this year. Importance How important is the action? 5 = Very important 3 = Moderately important 1 = Not important Cost How expensive would it be to plan and implement the action? 5 = Not expensive 3 = Moderately expensive 1 = Very expensive Time How much time and effort would it take to implement the action? 5 = Little or no time and effort 3 = Moderate time and effort 1 = Very great time and effort Commitment How enthusiastic would the school community be about implementing the action? 5 = Very enthusiastic 3 = Moderately enthusiastic 1 = Not enthusiastic Feasibility How difficult would it be to attain the action? 5 = Not difficult 3 = Moderately difficult 1 = Very difficult Module 1 Actions Importance Cost Time Commitment Feasibility Total Points Top Priority Action? Meet with principal to form school health committee 5 5 4 3 3 20 v Conduct staff development on active supervision techniques. 4 4 2 3 4 17 Open indoor and outdoor facilities outside of school hours 3 5 5 3 5 21 v Fundraising alternatives 3 5 4 2 2 16 Better tobacco-use policies 2 5 5 5 3 20 v More and continued staff development on violence and injury prevention 4 3 3 4 4 18 INSTRUCTIONS – Sample Score Card and Planning Questions School Health Index: A Self-Assessment and Planning Guide School Health Index Team Meeting #1 Sample Agenda • Why should schools focus on health and safety? • What is the purpose of the School Health Index? • Coordinated School Health Program model • School Health Index format • Implementation process • Complete all 8 self-assessment modules • Set timelines and next meeting date Why should schools promote health and safety? • Our society values good health and safety. • Good health, safety, and management are necessary for effective learning. • Healthy and safe students become healthy, productive citizens. • Disease and injury prevention are more cost-effective than treatment. • The school system is the one place where most of our nation’s youth can be reached. Why focus on health and safety? • Unhealthy behaviors or poor health management can lead to heart disease, cancer, stroke, obesity, diabetes, and respiratory disease. • Physical activity builds bones and muscles and helps control weight. • Healthy eating helps youth grow, develop, and do well in school, allowing them to avoid obesity and eating disorders. • Not using tobacco promotes physical fitness, normal lung growth and heart rate, and helps prevent respiratory symptoms. • Preventing unintentional injuries works to eliminate the leading causes of death and disability among young people. • Effective asthma management can reduce hospitalization and school absences which leads to a healthier and more productive life-style. Purpose of the School Health Index • Enables schools to identify strengths and weaknesses of health promotion policies and programs • Enables schools to develop an action plan for improving student health • Engages teachers, parents, students, and the community in promoting health enhancing behaviors and better health Health Topics Addressed in SHI • Physical education and physical activity • Healthy eating • Tobacco use prevention • Unintentional injuries and violence prevention (safety) • Asthma SHI Modules Based on CDC’s Coordinated School Health Program Model SHI Modules Based on CDC's Coordinated School Health Program Model Family/Community Involvement, Health Education, Physical Education, Health Services, Nutrition Services, Counseling, Psychological, & Social Services, Healthy School Environment, Health Promotion for Staff School Health Index Format • Completed by school health teams • Two separate versions • Elementary School • Middle School / High School • Self - Assessment: 8 modules to follow the Coordinated School Health Program model • Planning: Planning for Improvement section Implementing School Health Index • Site coordinator assigns modules. • Self-assessment • Teams answer Discussion Questions from 8 modules, then develop and rate recommended actions. • Planning for Improvement • Review recommendations, • Select a manageable number of top priority actions, • Complete the School Health Improvement Plan. When Completing Self-Assessment Modules, Keep in Mind: • Answer questions as accurately as possible. This is a self-help tool, not an instrument for evaluating staff. • There is no passing grade. This is designed to help you understand your school, not to compare your school with other schools. • Expect to get at least some low scores. Low scores can help you build awareness of areas that need improvement. School Health Index Team Meeting #2 Sample Agenda • Review progress. • Review and discuss SHI findings for each module: • Strengths and weaknesses, • Module scores, • Recommended priority actions. • Select the top priority actions for your school to implement this year. • Discuss resources needed for implementation. School Health Index Team Meeting #2 Sample Agenda • Complete School Health Improvement Plan: • Decide on action steps, • Assign responsibilities, • Set timelines for action. • Discuss how to present the plan to school leadership and the community. • Discuss how to monitor progress. • Set future meeting date. When Completing Planning for Improvement, Keep in Mind: • Some recommended actions will require additional resources; others will involve simply making better use of existing resources. • Keep the team together to monitor progress; schedule annual assessments. Module 1: School Health and Safety Policies and Environment Instructions for Module Coordinator Habits and practices related to health and safety are influenced by the entire school environment. That’s why the School Health Index has eight different modules, which correspond to the eight components of a coordinated school health program in the figure below. The Eight Components of a Coordinated School Health Program Instructions for completing the module 1. Work with the site coordinator to organize a team to complete the module’s documents. Below are some suggested members of the Module 1 team. Principal Parent(s) Assistant principal Student(s) School food service manager School nurse or health care provider Physical education teacher(s) Community health agency representative(s) Health education teacher(s) (e.g., American Cancer Society, local health School resource officer(s) department) School psychologist School social worker Other teacher(s) 2. Make a photocopy of the module Discussion Questions (pages 5-21) for each Module 1 team member. Make at least one photocopy of the module Score Card (page 3) and the module Planning Questions (pages 23-24). 3. Give each Module 1 team member a copy of the Module 1 Discussion Questions. Use the copies of the module Score Card and the Planning Questions to record the team’s work. Put the originals of these documents aside in case you need to make more photocopies. MODULE 1 – Page 1 4. At a Module 1 team meeting: x Discuss each of the Module 1 Discussion Questions and its scoring choices. x Decide how to collect any information you need to answer each question accurately. x After you have all the information you need, arrive at a consensus score for each question. Answer each question as accurately as possible. The School Health Index is your self-assessment tool for identifying strengths and weaknesses and for planning improvements; it should not be used for evaluating staff. x Record the scores (0-3) for each question on the module Score Card and calculate the overall Module Score. x Use the scores written on the module Score Card to complete the Planning Questions at the end of the module. x Use the results from the third Planning Question to identify the one, two, or three highest priority actions that you will recommend to the School Health Index team for implementation this year. x Use the answers to the Planning Questions to decide how you will present your results and recommendations at the follow-up School Health Index team meeting. We wish you success in your efforts to improve the health and safety of young people! MODULE 1 – Page 2 Module 1: School Health and Safety Policies and Environment Score Card Instructions 1. Carefully read and discuss the Module 1 Discussion Questions (pages 5-21), 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 1 Planning Questions located at the end of this module (pages 23-24). Fully in Place Partially in Place Under Develop-ment Not in Place CC.1 Representative school health committee 3 2 1 0 CC.2 Written school health and safety policies 3 2 1 0 CC.3 Communicate school health and safety policies to students, 3 2 1 0 parents, staff, and visitors CC.4 Connectedness to school 3 2 1 0 CC.5 Overcome barriers to learning 3 2 1 0 CC.6 Enrichment experiences 3 2 1 0 S.1 Safe physical environment 3 2 1 0 S.2 Maintain safe physical environment 3 2 1 0 S.3 No tolerance for harassment or bullying 3 2 1 0 S.4 Active supervision to promote safety 3 2 1 0 S.5 Written crisis response plan 3 2 1 0 S.6 Staff development on unintentional injuries, violence, and suicide 3 2 1 0 PA.1 Recess 3 2 1 0 PA.2 Access to physical activity facilities outside school hours 3 2 1 0 PA.3 Adequate physical activity facilities 3 2 1 0 PA.4 Prohibit using physical activity as punishment 3 2 1 0 N.1 Prohibit using food as reward or punishment 3 2 1 0 N.2 Fundraising efforts supportive of healthy eating 3 2 1 0 N.3 Restrict access to foods of minimal nutritional value 3 2 1 0 N.4 Restrict access to other foods of low nutritive value 3 2 1 0 N.5 Hands washed before meals and snacks 3 2 1 0 T.1 Prohibit tobacco use among students 3 2 1 0 T.2 Prohibit tobacco use among staff and visitors 3 2 1 0 T.3 Enforce tobacco-use policies 3 2 1 0 T.4 Prohibit tobacco advertising 3 2 1 0 A.1 Written policies for self-carry and self-administration of medications 3 2 1 0 A.2 Professional development on asthma 3 2 1 0 A.3 Implement indoor air quality practices 3 2 1 0 A.4 Implement integrated pest management practices 3 2 1 0 COLUMN TOTALS: For each column, add up the numbers that are circled and enter the sum in this row. (If you decide to skip any of the topic areas, make sure you adjust the denominator for the Module Score (87) by subtracting 3 for each question eliminated). TOTAL POINTS: Add the four sums above and enter the total to the right. MODULE SCORE = (Total Points / 87) X 100 % MODULE 1 – Page 3 This page intentionally left blank. MODULE 1 – Page 4 Module 1: School Health and Safety Policies and Environment Discussion Questions CC.1 Representative school health committee Does the school have a representative* committee that meets at least twice a year and oversees school health and safety policies and programs? *Representative means that it includes relevant members of the school and local communities (e.g., parents, students, teachers, administrators, food service staff, nurses, coaches, counselors) and members of health departments, community organizations, and law enforcement agencies. 3 = Yes. 2 = There is a committee that does this, but it could be more representative. 1 = There is a committee, but it is not representative, or it meets less often than twice a year. 0 = No. MODULE 1 – Page 5 CC.2 Written school health and safety policies Does the school or district have written policies* that govern all of the following areas related to student health and safety? • health education curriculum • physical education curriculum • physical activity programs (e.g., intramural, interscholastic, recess, after school) • school food service • food and beverages available on campus beyond school food service • school health, counseling, psychological, and social services • health promotion for staff • family and community involvement • school physical environment (e.g., indoor and outdoor air quality, safety hazards) • control of tobacco use • preventing unintentional injuries** • preventing violence*** and suicide • responding to crises, disasters, and associated injuries • asthma management *Policies can be developed at the school level, or they can be developed at the school district or state level and implemented at the school level. They include legal codes, rules, standards, administrative orders, guidelines, mandates, or resolutions. **Unintentional injuries may result from motor-vehicle crashes, drownings, poisonings, fires, falls, sports- and recreation-related events, and unintentional firearm-related events. ***Violence is the threatened or actual use of force against oneself, another person, or a group; it includes aggression, bullying, assault, homicide, suicide, child maltreatment, rape, and dating and intimate partner violence. 3 = Yes, written policies cover all these areas. 2 = The written policies cover nearly all these areas. 1 = The written policies cover some of these areas. 0 = The written policies cover none of these areas. MODULE 1 – Page 6 CC.3 Communicate school health and safety policies to students, parents, staff, and visitors Does the school communicate its school health and safety policies in all of the following ways? • tobacco-free-school signs • weapon-free-school signs • staff orientation and staff meetings • student orientation • student handbook • staff handbook • parent handbook and/or newsletters • contracts with outside vendors and organizations that rent school facilities • announcements at school events • community meetings 3 = Yes, in all of these ways. 2 = In most of these ways. 1 = In some of these ways. 0 = In none of these ways. CC.4 Connectedness to school Do the school’s staff and environment promote a sense of connectedness* in students and their families with all of the following practices? • at least one adult communicates personally with each student each day • faculty and staff encourage students to ask for help if there is a problem • faculty and staff promote respect for and appreciation of individual differences • faculty and staff take action to solve problems reported by students or their parents • faculty and staff offer praise of students' behavior to students and their parents • faculty and staff promote active parent participation in the school * Connectedness is the degree to which students and families feel part of the school community. Students and families feel more connected when they perceive that faculty and staff care about them and when they share responsibility for how well the school functions. 3 = Yes, with all of these practices. 2 = With most of these practices. 1 = With some of these practices. 0 = With none of these practices. MODULE 1 – Page 7 CC.5 Overcome barriers to learning Does the school offer, to all students who need them, a variety of programs* designed to help students overcome barriers to learning**? *Examples of such programs include mental health, special education, nursing, and social services, and counseling, mentoring, tutoring, and assistance in the classroom. **Barriers to learning include deficiencies in basic living resources and opportunities for development, psychosocial problems, physical health problems, over-reliance on psychological defense mechanisms, general stressors, crises and emergencies, and difficult transitions associated with stages of schooling. 3 = Yes. 2 = The school offers a variety of programs to most but not to all students who need them. 1 = The school offers a limited variety of programs, or many students who need them do not have access to them. 0 = No, the school does not offer such programs. CC.6 Enrichment experiences Does the school provide a broad variety of student enrichment experiences* that are accessible to all students? *Examples of enrichment experiences include athletics, drama, art, music, vocational education, technology training, student clubs, field trips, student advocacy, and community service. These can take place during and after school hours. 3 = Yes. 2 = The school offers a variety of experiences, but some students do not have access to them. 1 = The school offers a limited variety of experiences, or many students do not have access to them. 0 = No, the school does not offer enrichment experiences. MODULE 1 – Page 8 S.1 Safe physical environment Does the school provide a safe physical environment, inside and outside school buildings, by following all of these practices? • flooring surfaces are slip-resistant and stairways have sturdy guardrails • poisons and chemical hazards are labeled and are stored in locked cabinets • first-aid equipment and notices describing safety procedures are available • all areas of the school have sufficient lighting, and secluded areas are sealed off or supervised • smoke alarms, sprinklers, and fire extinguishers are installed and operational • pedestrians are offered special protection, including crossing guards, escorts, crosswalks, and safe bus and car loading • a variety of methods are used to keep weapons out of the school environment • school buses do not idle while loading or unloading students, to reduce emission of diesel exhaust and fine particles • spaces and facilities for physical activity (including playgrounds and sports fields) meet or exceed recommended safety standards • the campus and buildings are pleasant and welcoming (e.g., uncluttered, uncrowded, well-lit, graffiti-free) 3 = Yes, all of these practices are followed. 2 = All the safety practices are followed, but at times the school has temporary lapses in one of them. 1 = One of the safety practices is not followed, or at times the school has temporary lapses in more than one of them. 0 = More than one of the safety practices are not followed. S.2 Maintain safe physical environment Does the school maintain a safe physical environment by following all of these practices? • conduct annual comprehensive safety assessment and monthly assessment of playgrounds and sports fields • each day players and coaches walk the sports field to ensure that it is free of potholes, glass, and other safety hazards • designate one person with the responsibility for addressing hazards • designate a clear procedure for reporting hazards to the responsible person • make repairs immediately after hazards have been identified 3 = Yes, all of these practices are followed. 2 = All the practices are followed, but assessments are done less frequently than stated. 1 = One of the maintenance practices is not followed. 0 = More than one of the maintenance practices are not followed. MODULE 1 – Page 9 S.3 No tolerance for harassment or bullying Has the school established a climate, in each of the following ways, that does not tolerate harassment or bullying*? • staff and students treating each other with respect and courtesy • fairly and consistently implementing disciplinary policies among all student groups • emphasizing fair play and nonviolence on the playground, on the school bus, and at school events • encouraging students to report harassment or bullying • providing support for victims *Harassment or bullying is the repeated infliction or attempted infliction of injury, discomfort, or humiliation on a weaker student by one or more students with more power. 3 = Yes, in each of these five ways. 2 = In four of these ways. 1 = In three of these ways. 0 = In two or fewer of these ways. S.4 Active supervision to promote safety Are students actively supervised by faculty and staff, in each of the following ways, to promote safety and prevent unintentional injuries and violence, everywhere on campus (e.g., classroom, lunchroom, playground, locker room, hallways, bathroom, school bus)? • observing and listening to students before, during, and after school • anticipating and effectively responding to unsafe situations • discouraging pushing and bullying • promoting prosocial behaviors* *Prosocial behaviors are cooperation, conflict resolution, and helping others. 3 = Yes, in each of these four ways. 2 = In three of these ways. 1 = In two of these ways. 0 = In one or none of these ways. MODULE 1 – Page 10 S.5 Written crisis response plan Does the school have a written crisis* response plan that includes the following elements, and is the plan practiced regularly and updated as necessary? • assigned roles and responsibilities for a crisis response team • procedures for collaborating with local law enforcement and emergency management agencies • “go box” containing emergency tools such as list of students and staff, emergency phone numbers, walkie-talkie system, map and school floor plan, location of power and utility connections • identification of back-up resources from the district, other schools, and outside groups • plans for dismissing school early, evacuating students to a safer location, and locking down the building • designated reunion areas for students and families • strategy for informing school staff, families, and community about the school’s plans • media and communications plan • plan for screening voluntary offers of assistance • procedures for handling suspicious packages or envelopes, including actions to minimize exposure to biological and chemical agents • contact list for grief counselors and other counseling and psychological services *Crisis includes environmental disaster (e.g., fire, flood, tornado, blizzard, earthquake), death or serious injury of a student or staff member, suicide attempt, terrorism, bioterrorism, hazardous chemical spill, explosion, radiation release, mass illness or injury, or any other situation that threatens safety in the school. 3 = Yes. 2 = The school has a plan with all but one of the above elements, and it is practiced and updated regularly. 1 = The school has a plan, but it does not include more than one of the above elements, or it is not practiced regularly, or it is not updated as necessary. 0 = There is no plan. MODULE 1 – Page 11 S.6 Staff development on unintentional injuries, violence, and suicide Have all staff* received professional development** on preventing unintentional injuries, violence, and suicide? *All staff includes administrators and clerical workers, school nurses, teachers, coaches, aides, bus drivers, food service staff, security personnel, grounds and custodial staff, and volunteers. **Professional development topics might include the following: • emergency first aid and cardiopulmonary resuscitation (CPR) • how to identify students who need medical care • how to identify students who are suicidal and respond to their needs • how to identify students who might be victims of physical or sexual abuse and respond to their needs • proper use of protective gear • use of fire extinguishers • knowledge and implementation of safety rules and prevention practices • methods of responding to bullying, sexual harassment, and threats • school and district policies on sexual harassment • use of nonviolent conflict resolution techniques • active supervision of students 3 = Yes, all have. 2 = Most have. 1 = Some have. 0 = None have. MODULE 1 – Page 12 PA.1 Recess Are students provided at least 20 minutes of recess* during each school day, and do teachers or recess monitors encourage students to be active? *Recess is an opportunity for unstructured physical activity. NOTE: Recess should complement physical education class, not substitute for it. 3 = Yes. 2 = Recess is provided for at least 20 minutes each day, but teachers or recess monitors do not encourage students to be active. 1 = Recess is provided each day but for less than 20 minutes, or it is provided on some days but not on all days. 0 = Recess is not provided on any day. PA.2 Access to physical activity facilities outside school hours Can all students use your school’s indoor and outdoor physical activity facilities outside school hours*? *Outside school hours means after school, and during evenings, weekends, and school vacations. NOTE: Use of indoor facilities should be supervised. 3 = Yes, both indoor and outdoor facilities are available to all students. 2 = Indoor or outdoor facilities, but not both, are available to all students. 1 = Indoor or outdoor facilities are available to all students, but the hours of availability are very limited. 0 = No, neither indoor nor outdoor facilities are available to all students. MODULE 1 – Page 13 PA.3 Adequate physical activity facilities Are the physical activity facilities adequate in all of the following ways? • both indoor and outdoor facilities are available for use by the physical education and extracurricular physical activity programs • physical education classes do not have to be canceled due to weather extremes (rain, high or low temperatures, etc.) • in physical education classes, all students can be physically active without overcrowding or safety risks • facilities are accessible for persons with disabilities • for extracurricular activities, all interested students can sign up and participate without overcrowding or safety risks 3 = Yes, in all five of these ways. 2 = In four of these ways. 1 = In three of these ways. 0 = In two or fewer of these ways. PA.4 Prohibit using physical activity as punishment Does the school prohibit using physical activity* and withholding physical education class** as punishment? Is this prohibition consistently followed? *An example of using physical activity as punishment is making students run laps or do push­ups as a consequence of inappropriate behavior. **Withholding physical education class as punishment means not allowing students to attend all or part of physical education class as a consequence of inappropriate behavior in another class or failure to complete an assignment in another class. It does not refer to the physical education teachers’ disciplining students during physical education class by having them sit out for a period of time. NOTE: Please do not consider issues related to participation in interscholastic sports programs when answering this question. 3 = Yes, using physical activity as punishment and withholding physical education class as punishment are prohibited, and both prohibitions are consistently followed. 2 = One of these practices is prohibited, and this prohibition is consistently followed. 1 = One of these practices is prohibited, but this prohibition is not consistently followed. 0 = Neither practice is prohibited. MODULE 1 – Page 14 N.1 Prohibit using food as reward or punishment Does the school prohibit giving students food as a reward* and withholding food as punishment**? Is this prohibition consistently followed? *An example of using food as a reward is providing candy or fast-food coupons to students because they have behaved well or met an academic or fundraising goal. **An example of withholding food as punishment is not giving one student a snack or meal that is offered to all other students, because of his or her inappropriate behavior. 3 = Yes, using food as a reward and withholding food as punishment are prohibited, and both prohibitions are consistently followed. 2 = One of these practices is prohibited, and this prohibition is consistently followed. 1 = One of these practices is prohibited, but this prohibition is not consistently followed. 0 = Neither practice is prohibited. N.2 Fundraising efforts supportive of healthy eating Do school fundraising efforts support healthy eating by selling non-food items or foods that are low in fat, sodium, and added sugars (e.g., fruits, vegetables, pretzels, air-popped popcorn) instead of by selling foods that are high in fat, sodium, or added sugars (e.g., candy)? 3 = Yes, fundraising efforts never include selling foods high in fat, sodium, or added sugars. 2 = Fundraising efforts rarely include selling foods high in fat, sodium, or added sugars. 1 = Fundraising efforts include selling foods high in fat, sodium, or added sugars about half the time. 0 = Fundraising efforts typically include selling foods high in fat, sodium, or added sugars. MODULE 1 – Page 15 N.3 Restrict access to foods of minimal nutritional value Does the school prohibit the sale and distribution to students of foods of minimal nutritional value* throughout the school grounds during the entire school day? *Foods of minimal nutritional value include carbonated soft drinks, chewing gum, water ices, and certain candies such as hard candy, licorice, jelly beans, and gum drops. The U.S. Department of Agriculture has defined these foods as providing less than 5% of the U.S. Department of Agriculture recommended daily allowance per serving for protein, vitamin A, vitamin C, niacin, riboflavin, thiamin, calcium, and iron. U.S. Department of Agriculture regulations prohibit the sale of these foods in food service areas during meal times. 3 = Yes, the school prohibits the sale and distribution of foods of minimal nutritional value throughout the school grounds during the entire school day. 2 = The school prohibits the sale and distribution of foods of minimal nutritional value throughout the school grounds during part of the school day (e.g., from the start of the day until the end of the last lunch period or just when meals are being served). 1 = The school meets the U.S. Department of Agriculture regulation by prohibiting the sale of foods of minimal nutritional value in the food service area during meal service hours. 0 = The school does not meet the U.S. Department of Agriculture regulation that prohibits the sale of foods of minimal nutritional value in the food service area during meal service hours. N.4 Restrict access to other foods of low nutritive value Does the school prohibit the sale and distribution to students of other foods of low nutrititive value* throughout the school grounds during the entire school day? *Other foods of low nutritive value provide most calories in the form of fat and/or sugars but contain few vitamins or minerals. They are not included in the U.S. Department of Agriculture’s definition of foods of minimal nutritional value. Examples of other foods of low nutritive value include chocolate bars, donuts, fried potato chips, and juice drinks with a low percentage of fruit juice. 3 = Yes, the school prohibits the sale and distribution of other foods of low nutritive value throughout the school grounds during the entire school day. 2 = The school prohibits the sale and distribution of other foods of low nutritive value throughout the school grounds during part of the school day (e.g., from the start of the day until the end of the last lunch period or just when meals are being served). 1 = The school prohibits the sale of other foods of low nutrititive value in the food service area during meal service hours. 0 = The school does not prohibit the sale of foods of low nutrititive value in the food service area during meal service hours. MODULE 1 – Page 16 N.5 Hands washed before meals and snacks Do most or all teachers schedule time for students to wash their hands before meals and snacks? 3 = Yes, all do. 2 = Most do. 1 = Some do. 0 = None do. MODULE 1 – Page 17 T.1 Prohibit tobacco use among students Does the school prohibit the use of tobacco* by students, 24 hours a day, in the following locations? • in all school buildings** • on all school grounds** • all school-sponsored events off school grounds • all school vehicles *Use of tobacco means all forms: cigarettes, cigars, cigarillos, chewing tobacco and snuff, bidis, clove cigarettes, etc. **Includes extracurricular events. 3 = Yes, in all locations. 2 = Tobacco use by students is prohibited in all school buildings and on all school grounds, but is allowed either at school-sponsored events off school grounds or in school vehicles. 1 = Tobacco use by students is prohibited only in school buildings, but is allowed on school grounds or tobacco use is allowed at both school-sponsored events off school grounds and in school vehicles. 0 = Tobacco use by students is allowed in school buildings or tobacco use is allowed on school grounds, at school-sponsored events off school grounds, and in school vehicles. T.2 Prohibit tobacco use among school staff and visitors Does the school prohibit the use of tobacco* by staff and visitors, 24 hours a day, in the following locations? • in all school buildings** • on all school grounds** • all school-sponsored events off school grounds • all school vehicles *Use of tobacco means all forms: cigarettes, cigars, cigarillos, chewing tobacco and snuff, bidis, clove cigarettes, etc. **Includes extracurricular events. 3 = Yes, in all locations. 2 = Tobacco use by staff and visitors is prohibited in all school buildings and on all school grounds, but is allowed either at school-sponsored events off school grounds or in school vehicles. 1 = Tobacco use by staff and visitors is prohibited only in school buildings, but is allowed on school grounds or tobacco use is allowed at both school-sponsored events off school grounds and in school vehicles. 0 = Tobacco use by staff and visitors is allowed in school buildings or tobacco use is allowed on school grounds, at school-sponsored events off school grounds, and in school vehicles. MODULE 1 – Page 18 T.3 Enforce tobacco-use policies Does the school handle violations of the tobacco-use policies in each of the following ways? • designating individual(s) to enforce the policy • having written policies for addressing violations by students, staff, and visitors • providing educational opportunities (e.g., smoking-education sessions, smoking-cessation sessions) and not using solely punitive measures (e.g., detention, suspension) • referring students to the school counselor or nurse • tracking the frequency of violations by students so that repeat offenders can be identified and receive heavier consequences • communicating violations to parents 3 = Yes, in each of these six ways. 2 = In four or five of these ways. 1 = In one to three of these ways. 0 = In none of these ways. T.4 Prohibit tobacco advertising Does the school prohibit advertising and displaying of tobacco-industry brand names, logos, and other identifiers in each of the following locations? • on school property • at other places where school functions occur • in school publications • on student and staff clothing, shoes, and accessories • on student and staff gear and school supplies (e.g., backpacks, lunchboxes, games, book covers, other personal items) 3 = Yes, in each of these five locations. 2 = In three or four of these locations. 1 = In one or two of these locations. 0 = In none of these locations. MODULE 1 – Page 19 A.1 Written policies for self-carry and self-administration of medications Does your school or district have written policies* that permit students to self-carry and self-administer prescribed medications for asthma and that include all of the following? • Approval from authorized prescriber (e.g., MD, DO, PNP, etc.) • Approval from parent/guardian • Approval from school nurse • Request for back-up medication to be kept in the school health office • Student contract with clear rules and consequences for violations • Immediate notification of parent/guardian if permission is withdrawn • Annual parental notification about policy *Policies can be developed at the school level, or they can be developed at the school district or state level and implemented at the school level. They include legal codes, rules, standards, administrative orders, guidelines, mandates, or resolutions. 3 = Yes, our school has written policies that include all of these components. 2 = Our school has written policies that include most of these components. 1 = Our school has written policies that include only a few of these components. 0 = No, our school does not have written policies, or the policies do not include any of these components. A.2 Professional development on asthma Have all school staff members* received professional development on asthma management**? *All school staff members include: classroom teachers, instructional assistants, physical education teachers, health education teachers, food service staff, school nurses, health assistants, counseling/psychological/social services providers, recess supervisors, coaches, administrators, secretaries, facility and maintenance staff, bus drivers, school resource officers, and before- and after-school staff. **Professional development on asthma management might include the following topics: • School policies and procedures for asthma management (e.g., daily medication administration, student self-administration of medications, pre-medication before physical activity, case management plans, asthma action plans) • Recognizing and responding to severe asthma symptoms that require immediate action • Eliminating or reducing exposure to asthma triggers • Student health confidentiality • Recognizing and referring signs of poorly controlled asthma 3 = Yes, all staff members have received professional development on asthma management. 2 = Most staff members have received professional development on asthma management. 1 = Some staff members have received professional development on asthma management. 0 = No staff members have received professional development on asthma management. MODULE 1 – Page 20 A.3 Implement indoor air quality practices Does your school consistently implement all of the following indoor air quality practices? • Regularly clean and vacuum when students are not in school (consider using vacuums with high efficiency particulate filters (HEPA) or central vacuums where carpeting exists) • Monitor indoor humidity, and respond quickly to signs of mold, mildew, and leaks • Prevent exhaust fumes from entering the school or accumulating in the outdoor areas by prohibiting buses and cars from idling outside of the school building • Maintain adequate ventilation throughout the building • Schedule regular maintenance and repair for heating, ventilation, and air condition (HVAC) system • Reduce or eliminate exposure to furred and feathered animals • Schedule painting and major building maintenance or renovations during times when school is not in session, and isolate renovation areas so that dust and debris are confined 3 = Yes, all of these practices are implemented consistently. 2 = Most of these practices are implemented consistently. 1 = Only a few of these practices are implemented consistently. 0 = None of these practices are implemented consistently. A.4 Implement integrated pest management practices Does your school consistently use the safest and lowest risk approach to controlling pest* problems by implementing the following integrated pest management practices? • Monitor potential pest infestations with regular and careful inspections • Use sanitation practices (e.g., cover trash cans, place dumpsters away from buildings) and structural modifications (caulking & screening) to minimize pests • Use proper food handling, preparation, and storage techniques • Use non-chemical pest management techniques, such as sticky traps, pheromone traps, and insect light traps prior to using chemical-based techniques • Use pesticides or herbicides as a last resort method when no alternative measures are practical and when students and staff are not in the area; refrain from regular pesticide application • Notify parents, employees, and students of all pesticide and herbicide use *Pests may include cockroaches, mosquitoes, rats, mice, hornets, ants, spiders, and flies. 3 = Yes, all of these practices are implemented consistently. 2 = Most of these practices are implemented consistently. 1 = Only a few of these practices are implemented consistently. 0 = None of these practices are implemented consistently. MODULE 1 – Page 21 This page intentionally left blank. MODULE 1 – Page 22 Module 1: School Health and Safety Policies and Environment Planning Questions (photocopy before using) The Module 1 Planning Questions will help your school use its School Health Index results to identify and prioritize changes that will improve policies and programs to improve students’ health and safety. Planning Question 1 Look back at the scores you assigned to each question. According to these scores, what are the strengths and the weaknesses of your school’s policies and environment related to students’ health and safety? Planning Question 2 For each of the weaknesses identified above, list several recommended actions to improve the school’s scores (e.g., create and maintain a school health committee). Continued on next page MODULE 1 – Page 23 SCHOOL HEALTH INDEX – ELEMENTARY SCHOOL Planning Question 3. List each of the actions identified in Planning Question 2 on the table below. Use the five-point scales defined below to rank each action on five dimensions (importance, cost, time, commitment, feasibility). Add the points for each action to get the total points. Use the total points to help you choose one, two, or three top priority actions that you will recommend to the School Health Index team for implementation this year. Importance How important is the action to my school? 5 = Very important 3 = Moderately important 1 = Not important Cost How expensive would it be to plan and implement the action? 5 = Not expensive 3 = Moderately expensive 1 = Very expensive Time How much time and effort would it take to implement the action? 5 = Little or no time and effort 3 = Moderate time and effort 1 = Very great time and effort Commitment How enthusiastic would the school community be about implementing the action? 5 = Very enthusiastic 3 = Moderately enthusiastic 1 = Not enthusiastic Feasibility How difficult would it be to complete the action? 5 = Not difficult 3 = Moderately difficult 1 = Very difficult Module 1 Actions Importance Cost Time Commitment Feasibility Total Points Top Priority Action? MODULE 1 – Page 24 Module 2: Health Education Instructions for Module Coordinator Habits and practices related to health and safety are influenced by the entire school environment. That’s why the School Health Index has eight different modules, which correspond to the eight components of a coordinated school health program in the figure below. The Eight Components of a Coordinated School Health Program Instructions for completing the module 1. Work with the site coordinator to organize a team to complete the module’s documents. Below are some suggested members for the Module 2 team. Health education teacher(s) Parent(s) Physical education teacher(s) Student(s) Other teacher(s) School counselor School food service manager School custodial staff School nurse Health department representative School security/resource officer(s) Assistant principal 2. Make a photocopy of the module Discussion Questions (pages 5-13) for each Module 2 team member. Make at least one photocopy of the module Score Card (page 3) and the module Planning Questions (pages 15-16). 3. Give each Module 2 team member a copy of the Module 2 Discussion Questions. Use the copies of the module Score Card and the Planning Questions to record the team’s work. Put the originals of these documents away in case you need to make more photocopies. MODULE 2 – Page 1 4. At a Module 2 team meeting: x Discuss each of the Module 2 Discussion Questions and its scoring choices. x Decide how to collect any information you need to answer each question accurately. x After you have all the information you need, arrive at a consensus score for each question. Answer each question as accurately as possible. The School Health Index is your self-assessment tool for identifying strengths and weaknesses and for planning improvements; it should not be used for evaluating staff. x Record the scores (0 to 3) for each question on the module Score Card and calculate the overall Module Score. x Use the scores written on the module Score Card to complete the Planning Questions at the end of the module. x Use the results from the third Planning Question to identify the one, two, or three highest priority actions that you will recommend to the School Health Index team for implementation this year. x Use the answers to the Planning Questions to decide how you will present your results and recommendations at the follow-up School Health Index team meeting. We wish you success in your efforts to improve the health and safety of young people! MODULE 2 – Page 2 Module 2: Health Education Score Card (photocopy before using) Instructions 1. Carefully read and discuss the Module 2 Discussion Questions (pages 5-13), 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 2 Planning Questions located at the end of this module (pages 15-16). Fully in Place Partially in Place Under Develop­ment Not in Place CC.1 Health education taught in all grades 3 2 1 0 CC.2 Sequential health education curriculum consistent with standards 3 2 1 0 CC.3 Active learning strategies 3 2 1 0 CC.4 Opportunities to practice skills 3 2 1 0 CC.5 Culturally appropriate examples and activities 3 2 1 0 CC.6 Assignments encourage student interaction with family and community 3 2 1 0 CC.7 Professional development in health education 3 2 1 0 CC.8 Professional development in delivering curriculum 3 2 1 0 CC.9 Professional development in classroom management techniques 3 2 1 0 S.1 Essential topics on preventing unintentional injuries, violence, and suicide 3 2 1 0 PA.1 Essential topics on physical activity 3 2 1 0 N.1 Essential topics on healthy eating 3 2 1 0 T.1 Essential topics on preventing tobacco use 3 2 1 0 A.1 Essential topics on asthma awareness 3 2 1 0 COLUMN TOTALS: For each column, add up the numbers that are circled and enter the sum in this row. (If you decide to skip any of the topic areas, make sure you adjust the denominator for the Module Score (42) by subtracting 3 for each question eliminated). TOTAL POINTS: Add the four sums above and enter the total to the right. MODULE SCORE = (Total Points / 42) X 100 % MODULE 2 – Page 3 This page intentionally left blank. MODULE 2 – Page 4 Module 2: Health Education Discussion Questions CC.1 Health education taught in all grades Do students receive health education instruction in all grades? 3 = Yes, in all grades. 2 = In most grades. 1 = In some grades. 0 = In no grades. CC.2 Sequential health education curriculum consistent with standards Do all who teach health education use a sequential* health education curriculum that is consistent** with state or national standards for health education (see standards on page 6)? *Sequential means a curriculum that builds on concepts taught in preceding years. **Consistent means that the curriculum addresses the key learning objectives identified by the standards. 3 = Yes. 2 = Some teachers use a sequential health education curriculum, and it is consistent with state or national standards. 1 = Some teachers use a sequential health education curriculum, but it is not consistent with state or national standards. 0 = None do, or the curriculum is not sequential, or there is no health education curriculum. MODULE 2 – Page 5 National Health Education Standards (For Question CC.2) 1. Students will comprehend concepts related to health promotion and disease prevention. 2. Students will demonstrate the ability to access valid information and health-promoting products and services. 3. Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. 4. Students will analyze the influence of culture, media, technology, and other factors on health. 5. Students will demonstrate the ability to use interpersonal communication skills to enhance health. 6. Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. 7. Students will demonstrate the ability to advocate for personal, family, and community health. Joint Committee on National Health Education Standards. National Health Education Standards: Achieving Health Literacy. Atlanta: American Cancer Society; 1995. CC.3 Active learning strategies Do all who teach health education use active learning strategies* and activities that students find enjoyable and personally relevant? *Active learning strategies include interactive teaching methods to encourage student involvement rather than relying solely on a lecture format. Active learning strategies include • supervised practice • discussion • cooperative learning • simulations and learning games • teacher and peer modeling • role playing • goal-setting • rehearsal • visualization 3 = Yes, all do. 2 = Most do. 1 = Some do. 0 = None do, or no one teaches health education. MODULE 2 – Page 6 CC.4 Opportunities to practice skills Do all who teach health education train students on the skills needed to adopt healthy lifestyles,* by giving students opportunities to practice these skills rather than just having them learn facts? *Examples of skills needed to adopt healthy lifestyles include • reading food labels • planning healthy snacks • developing a safe, individualized physical activity plan • identifying and countering tobacco and alcohol industry marketing strategies • coping with difficult personal situations such as peer pressure and family tobacco use • managing anger • basic emergency lifesaving (e.g., going to an adult for help, first aid, cardiopulmonary resuscitation [CPR]) • wearing and correctly using protective equipment (e.g., bicycle helmet, seat belt, eye protection) 3 = Yes, all do. 2 = Most do. 1 = Some do. 0 = None do, or no one teaches health education. CC.5 Culturally appropriate examples and activities Do all who teach health education use a variety of culturally appropriate examples and activities* that reflect the community’s cultural diversity? *Examples of culturally appropriate activities include • featuring people of various ethnic/racial backgrounds • highlighting the contributions and skills of people from a variety of cultural, racial, and ethnic groups • not stigmatizing or stereotyping any groups • validating and building students’ self-esteem and sense of culture and national background • reflecting an acknowledgment of and excitement about student diversity • respecting and appreciating individual differences (e.g., race, ethnicity, sex, sexual orientation, religion, physical or mental ability, appearance, other personal characteristics) 3 = Yes, all do. 2 = Most do. 1 = Some do. 0 = None do, or no one teaches health education. MODULE 2 – Page 7 CC.6 Assignments encourage student interaction with family and community Do all who teach health education use assignments and projects that encourage students to interact with family members* and community organizations**? *Examples of ways to interact with family members include • doing homework assignments with parents, guardians, or other family members • conducting surveys of family members • sharing information with family members • exhibiting student projects at school for family viewing • participating in fun family activities related to safe physical activity and healthy eating • encouraging family discussion of the negative aspects of tobacco use, bullying, and violence • preparing and practicing a home fire escape plan with the family **Examples of ways to interact with community organizations include • gathering information about existing community-based services • having students volunteer to help deliver services through community-based organizations, service learning, and community development projects • participating in community-based special events and attending community-based organizations after school • participating in community actions such as supporting tobacco-free environments • participating in community advocacy groups (Students Against Drunk Driving, 4-H, and Family, Career, and Community Leaders of America) 3 = Yes, all do. 2 = Most do. 1 = Some do. 0 = None do, or no one teaches health education. CC.7 Professional development in health education Do all who teach health education participate at least once a year in professional development/continuing education* in health education? *Professional development/continuing education means on-site (e.g., school, district) and off-site (e.g., city, state, national) training opportunities. 3 = Yes, all do. 2 = Most do. 1 = Some do. 0 = None do, or no one teaches health education. MODULE 2 – Page 8 CC.8 Professional development in delivering curriculum Have all who teach health education received professional development in delivering the health and safety curriculum*? *This would include topics such as the following: • discussion of the curriculum’s underlying theory and conceptual framework • demonstration of program activities by a skilled trainer • opportunities to practice curricular activities during training 3 = Yes, all have. 2 = Most have. 1 = Some have. 0 = None have. CC.9 Professional development in classroom management techniques Have all teachers received professional development in management techniques, such as the following, to create calm, orderly classrooms? • cooperative learning methods • social skills training • promoting interactive learning • classroom and environmental modification • conflict resolution and mediation • behavior management 3 = Yes, all have. 2 = Most have. 1 = Some have. 0 = None have. MODULE 2 – Page 9 S.1 Essential topics on preventing unintentional injuries, violence, and suicide Does the health education curriculum address all of these topics on preventing unintentional injuries,* violence,** and suicide? • safety hazards in the home, school, and community • the difference between an accident and an injury • dangerous or risky behaviors that might lead to injuries or violence • ways to reduce risk of injuries in case of fire, around water, while riding in a motor vehicle, as a pedestrian, on the playground, and from firearms • how to use important safety equipment (e.g., safety belts, motor vehicle booster seats, bicycle helmets, smoke alarms) • what to do if someone is injured and needs help (e.g., calling 911, poison control center, or some other local emergency number) • basic first aid procedures for common injuries • social influences on safety-related behaviors, including media, family, peers, and culture • respecting and appreciating differences (e.g., racial, ethnicity, sex, sexual orientation, religious, physical or mental ability, appearance, or other personal characteristics) • relationship between alcohol and other drugs and unintentional injuries, violence, and suicide • communication skills for avoiding unintentional injuries and violence • inappropriate touching and what to do if it happens • bullying and teasing • prosocial behaviors (e.g., helping others, being respectful of others, cooperating, being considerate) • recognizing that others have different opinions and beliefs • importance of going to safe people or places if a person feels threatened • personal space and boundaries • depression and sadness conditions for which someone should seek help *Unintentional injuries may result from motor vehicle crashes, drownings, poisonings, fires, falls, sports- and recreation-related events, and unintentional firearm-related events. **Violence is the threatened or actual use of force against oneself, another person, or a group; it includes aggression, bullying, assault, homicide, suicide, child maltreatment, rape, and dating and intimate partner violence. 3 = Yes, addresses all of these topics. 2 = Addresses most of these topics. 1 = Addresses some of these topics. 0 = Addresses one or none of these topics, or there is no health education curriculum. MODULE 2 – Page 10 PA.1 Essential topics on physical activity Does the health education curriculum address all of these essential topics on physical activity? • examples of physical activity and physical inactivity • benefits of physical activity • ways to increase daily physical activity • opportunities for physical activity at school and in the community • role of physical activity in maintaining a healthy weight • influence of culture and media on physical activity • interpersonal communication skills related to physical activity • goal-setting and decision-making skills for physical activity • basic safety precautions during physical activity (injury prevention, safety equipment, climate-related precautions) • the importance of drinking water before, during, and after physical activity 3 = Yes, addresses all of these topics. 2 = Addresses most of these topics. 1 = Addresses some of these topics. 0 = Addresses one or none of these topics, or there is no health education curriculum. MODULE 2 – Page 11 N.1 Essential topics on healthy eating Does the health education curriculum address all of these essential healthy eating topics? • benefits of healthy eating • importance of eating a healthy breakfast • the Food Guide Pyramid and nutritious choices for each food group • importance of moderation in a person’s eating habits • using food labels • importance of and ways to eat plenty of fruits and vegetables • importance of and ways to drink plenty of water and other nutritious beverages • importance of and ways to consume foods and beverages that are low in fat • importance of and ways to consume foods and beverages that are low in added sugars • preparation of a variety of healthy snacks • influence of personal preferences, family, media, and culture on dietary behavior • finding valid information and services related to healthy eating • goal-setting and decision-making skills for healthy eating • how students can influence and support others to engage in healthy eating • balancing food intake and physical activity • accepting body size differences • recognizing hunger and satiety cues • food safety, including handwashing and safe food purchasing, preparation, and storage 3 = Yes, addresses all of these topics. 2 = Addresses most of these topics. 1 = Addresses some of these topics. 0 = Addresses one or none of these topics, or there is no health education curriculum. MODULE 2 – Page 12 T.1 Essential topics on preventing tobacco use Does the health education curriculum address all of these essential topics on preventing tobacco use? • identification of tobacco products and the harmful substances they contain • short- and long-term health consequences of tobacco use • addictive nature of nicotine • effects of tobacco use on athletic performance • health effects of second-hand smoke and benefits of a smoke-free environment • health benefits of abstaining from tobacco use • social influences on tobacco use, including media, family, peers, and culture • the effects of tobacco use on social relationships • reasons why students do and do not use tobacco • student overestimates of how many of their peers use tobacco • interpersonal communication skills to avoid tobacco use (e.g., refusal skills, assertiveness) • goal-setting and decision-making skills related to not using tobacco • finding valid information and services related to tobacco-use prevention and cessation 3 = Yes, addresses all of these topics. 2 = Addresses most of these topics. 1 = Addresses some of these topics. 0 = Addresses one or none of these topics, or there is no health education curriculum. MODULE 2 – Page 13 A.1 Essential topics on asthma awareness Does the health education curriculum address all of these essential topics on asthma awareness? • Basic facts and triggers of asthma • Accessing a trusted adult who can help someone experiencing an asthma episode • Ways to support classmates with asthma • Demonstrating empathy for people with asthma 3 = Yes, addresses all four of these topics. 2 = Addresses three of these topics. 1 = Addresses two of these topics. 0 = Addresses one or none of these topics, or there is no health education curriculum. MODULE 2 – Page 14 Module 2: Health Education Planning Questions (photocopy before using) The Module 2 Planning Questions will help your school use its School Health Index results to identify and prioritize changes that will improve policies and programs to improve students’ health and safety. Planning Question 1 Look back at the scores you assigned to each question. According to these scores, what are the strengths and the weaknesses of your school’s health education program related to students’ health and safety? Planning Question 2 For each of the weaknesses identified above, list several recommended actions to improve the school’s scores (e.g., require students to receive health education instruction in all grades). Continued on next page MODULE 2 – Page 15 SCHOOL HEALTH INDEX – ELEMENTARY SCHOOL Planning Question 3. List each of the actions identified in Planning Question 2 on the table below. Use the five-point scales defined below to rank each action on five dimensions (importance, cost, time, commitment, feasibility). Add the points for each action to get the total points. Use the total points to help you choose one, two, or three top priority actions that you will recommend to the School Health Index team for implementation this year. Importance How important is the action to my school? 5 = Very important 3 = Moderately important 1 = Not important Cost How expensive would it be to plan and implement the action? 5 = Not expensive 3 = Moderately expensive 1 = Very expensive Time How much time and effort would it take to implement the action? 5 = Little or no time and effort 3 = Moderate time and effort 1 = Very great time and effort Commitment How enthusiastic would the school community be about implementing the action? 5 = Very enthusiastic 3 = Moderately enthusiastic 1 = Not enthusiastic Feasibility How difficult would it be to complete the action? 5 = Not difficult 3 = Moderately difficult 1 = Very difficult Module 2 Actions Importance Cost Time Commitment Feasibility Total Points Top Priority Action? MODULE 2 – Page 16 Module 3: Physical Education and Other Physical Activity Programs Instructions for Module Coordinator Habits and practices related to health and safety are influenced by the entire school environment. That’s why the School Health Index has eight different modules, which correspond to the eight components of a coordinated school health program in the figure below. The Eight Components of a Coordinated School Health Program Instructions for completing the module 1. Work with the site coordinator to organize a team to complete the module’s documents. Below are some suggested members of the Module 3 team. Physical education teacher Parent(s) Teacher(s) Student(s) Coach(es) Community member(s) School nurse Assistant principal 2. Make a photocopy of the module Discussion Questions (pages 5-12) for each Module 3 team member. Make at least one photocopy of the module Score Card (page 3) and the module Planning Questions (pages 13-14). 3. Give each Module 3 team member a copy of the Module 3 Discussion Questions. Use the copies of the module Score Card and the Planning Questions to record the team’s work. Put the originals of these documents away in case you need to make more photocopies. MODULE 3 – Page 1 4. At a Module 3 team meeting: x Discuss each of the Module 3 Discussion Questions and its scoring choices. x Decide how to collect any information you need to answer each question accurately. x After you have all the information you need, arrive at a consensus score for each question. Answer each question as accurately as possible. The School Health Index is your self-assessment tool for identifying strengths and weaknesses and for planning improvements; it should not be used for evaluating staff. x Record the scores (0-3) for each question on the module Score Card and calculate the overall Module Score. x Use the scores written on the module Score Card to complete the Planning Questions at the end of the module. x Use the results from the third Planning Question to identify the one, two, or three highest priority actions that you will recommend to the School Health Index team for implementation this year. x Use the answers to the Planning Questions to decide how you will present your results and recommendations at the follow-up School Health Index team meeting. We wish you success in your efforts to improve the health and safety of young people! MODULE 3 – Page 2 Module 3: Physical Education and Other Physical Activity Programs Score Card (photocopy before using) Instructions 1. Carefully read and discuss the Module 3 Discussion Questions (pages 5-12), 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 3 Planning Questions located at the end of this module (pages 13-14). Fully in Place Partially in Place Under Develop-ment Not in Place PA.1 150 minutes of physical education per week 3 2 1 0 PA.2 Adequate teacher/student ratio 3 2 1 0 PA.3 Sequential physical education curriculum consistent with standards 3 2 1 0 PA.4 Health-related physical fitness 3 2 1 0 PA.5 Students active at least 50% of class time 3 2 1 0 PA.6 Teachers avoid practices that result in student inactivity 3 2 1 0 PA.7 Physical education is enjoyable 3 2 1 0 PA.8 Promote community physical activities 3 2 1 0 PA.9 Credentialed physical education teachers 3 2 1 0 PA.10 Professional development for teachers 3 2 1 0 PA.11/A.1 Address special health care needs 3 2 1 0 PA.12/ S.1/A.2 Physical education safety practices 3 2 1 0 PA.13/S.2 Playgrounds meet safety standards 3 2 1 0 COLUMN TOTALS: For each column, add up the numbers that are circled and enter the sum in this row. (If you decide to skip any of the topic areas, make sure you adjust the denominator for the Module Score (39) by subtracting 3 for each question eliminated). TOTAL POINTS: Add the four sums above and enter the total to the right. MODULE SCORE = (Total Points / 39) X 100 % MODULE 3 – Page 3 This page intentionally left blank. MODULE 3 – Page 4 Module 3: Physical Education and Other Physical Activity Programs Discussion Questions PA.1 150 minutes of physical education per week Do all students in each grade receive physical education* for at least 150 minutes per week** throughout the school year? *Physical education means structured physical education classes or lessons, not recess. **Physical education classes should be spread over at least three days per week, with daily physical education preferable. 3 = Yes. 2 = 90-149 minutes per week for all students in each grade throughout the school year. 1 = 60-89 minutes per week for all students in each grade throughout the school year. 0 = Fewer than 60 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. 1 = The ratio is considerably larger (more than one and a half times larger), but there are plans to reduce it. 0 = The ratio is considerably larger (more than one and a half times larger), and there are no plans to reduce it. MODULE 3 – Page 5 PA.3 Sequential physical education curriculum consistent with standards Do all who teach physical education use a sequential* physical education curriculum that is consistent** with state or national standards for physical education (see standards below)? *Sequential means a curriculum that builds on concepts taught in preceding years. **Consistent means that the curriculum addresses the key learning objectives identified by the standards. 3 = Yes. 2 = Some use a sequential physical education curriculum, and it is consistent with state or national standards. 1 = Some use a sequential physical education curriculum, but it is not consistent with state or national standards. 0 = None do, or the curriculum is not sequential, or there is no physical education curriculum. National Standards for Physical Education (For Question PA.3) A physically educated person can do the following: 1. Demonstrate competency in many movement forms and proficiency in a few movement forms. 2. Apply movement concepts and principles to the learning and development of motor skills. 3. Exhibit a physically active lifestyle. 4. Achieve and maintain a health-enhancing level of physical fitness. 5. Demonstrate responsible personal and social behavior in physical activity settings. 6. Demonstrate understanding and respect for differences among people in physical activity settings. 7. Understand that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction. National Association for Sport and Physical Education. Moving into the Future: National Standards for Physical Education. Boston: WCB/McGraw-Hill; 1995. MODULE 3 – Page 6 PA.4 Health-related physical fitness Does the physical education program integrate instruction* on health-related fitness** into most lessons throughout the year? *Integrate instruction means provide opportunities for students to develop and practice skills in areas such as • behavioral skills related to health-related fitness (e.g., goal-setting, decision-making, self-monitoring) • assessment of health-related fitness (fitness test) • interpretation and use of fitness test results **Health-related fitness means cardiovascular endurance, flexibility, muscular strength, muscular endurance, and body composition. 3 = Yes, into most lessons. 2 = Into about half the lessons. 1 = Into fewer than half the lessons. 0 = Into none of the lessons, or there is no physical education program. PA.5 Students active at least 50% of class time Do teachers keep students moderately to vigorously active* at least 50% of the time** during most or all physical education class sessions? *Moderately to vigorously active means engaging in physical activity that is equal in intensity to or more strenuous than fast walking. **At least 50% of the time means at least half of the total time scheduled for a physical education class session. 3 = Yes, during most or all classes. 2 = During about half the classes. 1 = During fewer than half the classes. 0 = During none of the classes, or there are no physical education classes. MODULE 3 – Page 7 PA.6 Teachers avoid practices that result in student inactivity Do teachers avoid using practices* that result in some students spending considerable time being inactive in physical education classes? *Examples of such practices include • using games that eliminate students • having many students stand in line or on the sidelines watching others and waiting for a turn • organizing activities in which fewer than half of the students have a piece of equipment and/or a physically active role • allowing highly skilled students to dominate activities and games 3 = They never use such practices. 2 = They rarely use such practices. 1 = They occasionally use such practices. 0 = They frequently use such practices, or there are no physical education classes. PA.7 Physical education is enjoyable Do most students, including most who are athletically gifted and most who are not as athletically gifted, find physical education an enjoyable and fun experience? 3 = Yes, most of one group and most of the other group find it enjoyable. 2 = Most of one group but few of the other group find it enjoyable. 1 = Few in both groups find it enjoyable. 0 = Hardly anyone in either group finds it enjoyable, or there is no physical education. MODULE 3 – Page 8 PA.8 Promote community physical activities Does the physical education program promote student participation in a variety of community physical activity options* through three or more methods**? *Examples of community physical activity options include clubs, teams, recreational classes, special events such as community fun runs, and use of playgrounds, parks, and bike paths. **Examples of methods include • class discussions • bulletin boards • public address announcements • guest speakers who promote community programs • take-home flyers • homework assignments • newsletter articles • academic credit for participating in community physical activities and programs 3 = Yes, through three or more methods. 2 = The program promotes participation in a variety of community physical activity options, but through only one or two methods. 1 = The program promotes participation in only one type of community physical activity option. 0 = The program does not promote participation in community physical activity options, or there is no physical education program. PA.9 Credentialed physical education teachers Are all physical education classes taught by credentialed* physical education teachers? *Credentialed means teachers who have been awarded a credential by the state, permitting them to teach physical education. 3 = Yes, all are. 2 = Most classes are. 1 = Some classes are. 0 = No classes are, or there are no physical education classes. MODULE 3 – Page 9 PA.10 Professional development for teachers Do all who teach physical education participate at least once a year in professional development/continuing education* in physical education? *Professional development/continuing education means on-site (e.g., school, district) and off-site (e.g., city, state, national) training opportunities. 3 = Yes, all do. 2 = Most do. 1 = Some do. 0 = None do, or no one teaches physical education. PA.11/A.1 Address special health care needs Does the physical education program consistently use all or most of the following practices as appropriate to include students with special health care needs*? • encouraging active participation; modifying type, intensity, and length of activity if indicated in Individualized Education Plans, asthma action plans, or 504 Plans • offering adapted physical education classes • using modified equipment and facilities • ensuring that students with chronic medical conditions are fully participating in physical activity • monitoring signs and symptoms of chronic medical conditions • encouraging students to self-carry and self-administer their medications (including pre-medicating and/or responding to asthma symptoms) in the gym and on playing fields; assisting students who do not self-carry • encouraging students to conduct self-testing (i.e., using a peak flow meter) in the gym and on playing fields (if the parent/guardian, health care provider, and school nurse so advise); assisting students who do not self-test • using a second teacher, aide, physical therapist, or occupational therapist to assist students, as needed • using peer teaching (e.g., teaming students without special health care needs with students who have such needs) * Examples of special health care needs include learning disabilities, developmental disabilities, behavioral disorders, physical disabilities, temporary physical limitations, and chronic medical conditions such as diabetes, asthma, and scoliosis. 3 = Yes, the physical education program uses all or most of these instructional practices consistently. 2 = The physical education program uses some of these instructional practices consistently. 1 = The physical education program uses some of these instructional practices, but not consistently (that is, not by all teachers or not in all classes that include students with special health care needs). 0 = The program uses none of these practices, or there is no physical education program. MODULE 3 – Page 10 PA. 12/S. S.1/A.2 Physical education safety practices Does the physical education program implement and enforce all of the following safety practices? • practice active supervision* • encourage prosocial behaviors** • use protective clothing and safety gear that is appropriate to child’s size and in good shape • use safe, age-appropriate equipment • minimize exposure to sun, smog, and extreme temperatures • use infection control practices for handling blood and other body fluids • monitor the environment to reduce exposure to potential allergens or irritants (e.g., pollen, bees, strong odors) *Active supervision means using practices such as observing, listening to students, anticipating and effectively responding to unsafe situations, discouraging pushing and bullying, and promoting prosocial behaviors.** **Prosocial behaviors are cooperation, conflict resolution, and helping others. 3 = Yes, all these safety practices are followed. 2 = All these safety practices are followed, but at times the school has temporary lapses in implementing or enforcing one of them. 1 = One of these safety practices is not followed, or at times the school has temporary lapses in implementing or enforcing more than one of them. 0 = More than one of these safety practices is not followed, or there is no physical education program. MODULE 3 – Page 11 PA.13/S.2 Playgrounds meet safety standards Does the school or district ensure that playgrounds meet or exceed recommended safety standards for design, installation, and maintenance, in all of the following ways? NOTE: Please disregard any standard that is not relevant for your campus. • using recommended safety surfaces under playground equipment • using equipment designed with spaces and angles that preclude entrapment • designating boundaries around equipment (e.g., swings) so that students on foot are unlikely to be struck • separating playgrounds from motor vehicle and bicycle traffic • maintaining equipment for safe use and removing unsafe equipment • ensuring that staff are trained in developmental appropriateness of different types of playground equipment • developing, implementing, and enforcing rules for safe use of the playground (e.g., no running or pushing, no use of age-inappropriate equipment) 3 = Yes, all these safety standards are met. 2 = All these safety standards are met, but at times the school has temporary lapses in implementing or enforcing one of them. 1 = One of these safety standards is not met, or at times the school has temporary lapses in implementing or enforcing more than one of them. 0 = More than one of these safety standards is not met, or there are no playgrounds. MODULE 3 – Page 12 Module 3: Physical Education and Other Physical Activity Programs Planning Questions (photocopy before using) The Module 3 Planning Questions will help your school use its School Health Index results to identify and prioritize changes that will improve policies and programs to improve students’ health and safety. Planning Question 1 Look back at the scores you assigned to each question. According to these scores, what are the strengths and the weaknesses of your school’s physical education and other physical activity policies and programs? Planning Question 2 For each of the weaknesses identified above, list several recommended actions to improve the school’s scores (e.g., provide 150 minutes of physical education per week). Continued on next page MODULE 3 – Page 13 SCHOOL HEALTH INDEX – ELEMENTARY SCHOOL Planning Question 3. List each of the actions identified in Planning Question 2 on the table below. Use the five-point scales defined below to rank each action on five dimensions (importance, cost, time, commitment, feasibility). Add the points for each action to get the total points. Use the total points to help you choose one, two, or three top priority actions that you will recommend to the School Health Index team for implementation this year. Importance How important is the action to my school? 5 = Very important 3 = Moderately important 1 = Not important Cost How expensive would it be to plan and implement the action? 5 = Not expensive 3 = Moderately expensive 1 = Very expensive Time How much time and effort would it take to implement the action? 5 = Little or no time and effort 3 = Moderate time and effort 1 = Very great time and effort Commitment How enthusiastic would the school community be about implementing the action? 5 = Very enthusiastic 3 = Moderately enthusiastic 1 = Not enthusiastic Feasibility How difficult would it be to complete the action? 5 = Not difficult 3 = Moderately difficult 1 = Very difficult Module 3 Actions Importance Cost Time Commitment Feasibility Total Points Top Priority Action? MODULE 3 – Page 14 Module 4: Nutrition Services Instructions for Module Coordinator Habits and practices related to health and safety are influenced by the entire school environment. That’s why the School Health Index has eight different modules, which correspond to the eight components of a coordinated school health program in the figure below. The Eight Components of a Coordinated School Health Program Instructions for completing the module 1. Work with the site coordinator to organize a team to complete the module’s documents. Below are some suggested members of the Module 4 team. School food service manager Teacher(s) School food service staff member(s) Parent(s) School nurse Student(s) Health educator(s) Assistant principal 2. Make a photocopy of the module Discussion Questions (pages 5-12) for each Module 4 team member. Make at least one photocopy of the module Score Card (page 3) and the module Planning Questions (pages 13-14). 3. Give each Module 4 team member a copy of the Module 4 Discussion Questions. Use the copies of the module Score Card and the Planning Questions to record the team’s work. Put the originals of these documents away in case you need to make more photocopies. MODULE 4 – Page 1 4. At a Module 4 team meeting: x Discuss each of the Module 4 Discussion Questions and its scoring choices. x Decide how to collect any information you need to answer each question accurately. x After you have all the information you need, arrive at a consensus score for each question. Answer each question as accurately as possible. The School Health Index is your self-assessment tool for identifying strengths and weaknesses and for planning improvements; it should not be used for evaluating staff. x Record the scores (0-3) for each question on the module Score Card and calculate the overall Module Score. x Use the scores written on the module Score Card to complete the Planning Questions at the end of the module. x Use the results from the third Planning Question to identify the one, two, or three highest priority actions that you will recommend to the School Health Index team for implementation this year. x Use the answers to the Planning Questions to decide how you will present your results and recommendations at the follow-up School Health Index team meeting. We wish you success in your efforts to improve the health and safety of young people! MODULE 4 – Page 2 Module 4: Nutrition Services Score Card (photocopy before using) Instructions 1. Carefully read and discuss the Module 4 Discussion Questions (pages 5-12), 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). Fully in Place Partially in Place Under Develop-ment Not in Place 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 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 N.13/ S.1 Clean, safe, pleasant cafeteria 3 2 1 0 N.14/ S.2 Preparedness for food emergencies 3 2 1 0 COLUMN TOTALS: For each column, add up the numbers that are circled and enter the sum in this row. (If you decide to skip any of the topic areas, make sure you adjust the denominator for the Module Score (42) by subtracting 3 for each question eliminated). TOTAL POINTS: Add the four sums above and enter the total to the right. MODULE SCORE = (Total Points / 42) X 100 % MODULE 4 – Page 3 This page intentionally left blank. MODULE 4 – Page 4 Module 4: Nutrition Services Discussion Questions N.1 Breakfast and lunch programs Does the school offer nutritious breakfast and lunch programs* that are fully accessible** to all students? *Nutritious breakfast and lunch programs means school-sponsored or district-sponsored programs that are designed to meet the U.S. Department of Agriculture School Meal Nutrition Standards (see standards on page 6). **Fully accessible means that the school (1) offers free and reduced-price meals for students who meet income requirements in a way that ensures these students are not identified by other students as recipients of these programs and (2) coordinates class and bus transportation schedules so that all students can eat breakfast and lunch at school. 3 = Yes. 2 = The school offers breakfast and lunch programs, but they are not fully accessible to all students. 1 = The school offers only a lunch program, but there are plans to add a breakfast program. 0 = The school offers only a lunch program and there are no plans to add a breakfast program, or the school does not offer a breakfast or a lunch program. MODULE 4 – Page 5 School Meal Nutrition Standards (For Question N.1) All school meals, as part of the U.S. Department of Agriculture National School Lunch Program and School Breakfast Program, must meet the statutory and regulatory nutrition standards defined below: 1. Provide one third (lunch) and one fourth (breakfast) of the Recommended Dietary Allowances (RDA) for protein, calcium, iron, vitamin A, and vitamin C, for the applicable age or grade groups. 2. Provide one third of lunchtime energy allowances (calories) and one fourth of breakfast energy allowances for children, for the applicable age or grade groups. 3. Follow the applicable recommendations of the 2000 Dietary Guidelines for Americans: • let the Food Pyramid guide your food choices • choose a variety of grains daily, especially whole grains • choose a variety of fruits and vegetables daily • keep food safe to eat • choose a diet that is low in saturated fat and cholesterol and moderate in total fat • choose beverages and foods to moderate your intake of sugars • choose and prepare foods with less salt N.2 Variety of foods in school meals Do school meals* include a variety of foods**? *A school meal is a set of foods that meets school meal program regulations. This does not include a la carte foods. **Variety of foods means that at least • two entrees are offered daily for lunch • two choices of fruit or 100% fruit juice are offered daily for lunch • two choices of vegetables are offered daily for lunch • five foods containing whole grain are offered weekly 3 = Yes, meets all four criteria for variety. 2 = Meets three criteria. 1 = Meets one or two criteria. 0 = Meets none of these criteria. MODULE 4 – Page 6 N.3 Low-fat and skim milk available Does the school food service offer low-fat* and skim milk every day? *Low-fat means either ½% or 1% fat. 3 = Yes, low-fat and skim milk are offered every day. 2 = Either low-fat or skim milk, but not both, is offered every day. 1 = Low-fat and/or skim milk are offered, but not every day. 0 = Neither is offered any day. N.4 Meals include appealing, low-fat items Do school meals include at least one appealing,* low-fat** fruit, vegetable, and dairy product every day? NOTE: School breakfasts should not be expected to include vegetables. *Appealing items are food items that are acceptable to a majority of students, as indicated by some kind of evaluation such as analysis of plate waste or student choices. **Low-fat means items that contain no more than three grams of fat per serving. In most cases, fried potatoes, other fried foods, foods cooked with or covered with butter or margarine, pies, cobblers, cookies, cakes, and other pastries are not low-fat. 3 = Yes, meals include at least one appealing, low-fat item from each of these three food groups every day. 2 = Include at least one appealing, low-fat item from two of these food groups every day. 1 = Include at least one appealing, low-fat item from one of these food groups every day. 0 = School meals do not include appealing, low-fat items from any of these three food groups every day. MODULE 4 – Page 7 N.5 Food purchasing and preparation practices to reduce fat content Does the school food service consistently follow all of these food purchasing and preparation practices to reduce the fat content of foods served? • spoon solid fat from chilled meat and poultry broth before using • use specifications requiring lower fat content in ordering preprepared foods such as hamburgers, pizza, chicken nuggets, etc. • rinse browned meat with hot water to remove grease before adding to other ingredients • remove skin from poultry before or after cooking • roast, bake, or broil meat rather than fry it • roast meat and poultry on rack so fat will drain • use low-fat or reduced-fat cheese on pizza • prepare vegetables using little or no fat • cook with nonstick spray or pan liners rather than with grease or oil • offer low-fat salad dressings 3 = Yes, follows all ten of these practices. 2 = Follows six to nine of these practices. 1 = Follows three to five of these practices. 0 = Follows two or fewer of these practices. N.6 A la carte offerings include appealing, low-fat items Do the à la carte offerings* include at least one appealing, low-fat fruit, vegetable, and dairy product every day? *A la carte offerings means a set of foods from which students can choose individual items that are not usually counted as part of a reimbursable meal. 3 = Yes, à la carte offerings include at least one appealing, low-fat item from each of these three food groups every day. 2 = Include at least one appealing, low-fat item from two of these food groups every day. 1 = Include at least one appealing, low-fat item from one of these food groups every day. 0 = The daily à la carte offerings do not include appealing, low-fat items from any of these three food groups. MODULE 4 – Page 8 N.7 Sites outside cafeteria offer appealing, low-fat items Do most or all sites outside the cafeteria* offer appealing, low-fat fruits, vegetables, or dairy products? *Examples of sites outside the cafeteria include • vending machines • school stores and canteens • concession stands • parties and special events • meetings • extended day programs (i.e., school-sponsored after-school programs) 3 = Yes, most or all sites outside the cafeteria do. 2 = About half the sites do. 1 = Fewer than half the sites do. 0 = None of the sites do. N.8 Promote healthy food and beverage choices Are food and beverage choices that are low in fat, sodium, and added sugars promoted through the following methods? • place in more prominent positions than less nutritious choices • offer at competitive prices compared with less nutritious choices • display nutritional information about available foods • display promotional materials such as posters • highlight healthy cafeteria selections in menus that are distributed or posted • offer taste-testing opportunities • make school-wide audio or video announcements • have contests 3 = Yes, promoted through five or more of these methods. 2 = Promoted through three or four of these methods. 1 = Promoted through one or two of these methods. 0 = Promoted through none of these methods. MODULE 4 – Page 9 N.9 Adequate time to eat school meals Do students have at least 10 minutes to eat breakfast and at least 20 minutes to eat lunch, counting from the time they are seated? 3 = Yes. (NOTE: If the school does not have a breakfast program, but does provide at least 20 minutes for lunch, you can select 3.) 2 = Have adequate time for breakfast or lunch, but not for both. 1 = No, but there are plans to increase the time. 0 = No. N.10 Collaboration between food service staff and teachers Do food service staff use three or more of the following methods to collaborate with teachers to reinforce nutrition education lessons taught in the classroom? • participate in design and implementation of nutrition education programs • display educational and informational materials that reinforce classroom lessons • provide food for use in classroom nutrition education lessons • provide ideas for classroom nutrition education lessons • teach lessons or give presentations to students • provide cafeteria tours for classes 3 = Yes, use three or more methods. 2 = Use two of these methods. 1 = Use one of these methods. 0 = Use none of these methods. N.11 Degree and certification of food service manager Does the school’s food service manager have a nutrition-related baccalaureate or graduate degree and certification/credentialing in food service from either the state or the American School Food Service Association? 3 = Yes, has a degree and certification/credentialing. 2 = Has a degree or certification/credentialing, but not both. 1 = Has neither a degree nor certification/credentialing, but she/he is working on one or both. 0 = Has neither a degree nor certification, and she/he is not working on either. MODULE 4 – Page 10 N.12 Professional development for food service manager Does the food service manager participate at least once a year in professional development/continuing education* on both of the following topics? • meeting the Dietary Guidelines for Americans (e.g., meal planning, recipe modification and substitutions, food purchasing and preparation practices) • nutrition education to promote healthy eating choices *Professional development/continuing education means on-site (e.g., school, district) and off-site (e.g., city, state, national) training opportunities. 3 = Yes. 2 = Participates for one topic, but not for the other. 1 = No, but there are plans to participate in the near future. 0 = No, and there are no plans to participate in the near future. N.13/S.1 Clean, safe, pleasant cafeteria Does the school provide students with a clean, safe, and pleasant cafeteria, according to the following criteria? • physical structure (e.g., walls, floor covering) does not need repairs • tables and chairs are not damaged and are of appropriate size for all students • seating is not overcrowded (i.e., never more than 100% of capacity) • rules for safe behavior (e.g., no running, no throwing food or utensils) are enforced • tables and floors are cleaned between lunch periods or shifts • age-appropriate decorations are used • appropriate practices are used to prevent excessive noise levels (e.g., no whistles) • smells are pleasant and not offensive • appropriate eating devices are available when needed for students with special health care needs 3 = Yes, cafeteria meets all nine criteria. 2 = Meets five to eight criteria. 1 = Meets three or four criteria. 0 = Meets two or fewer criteria. MODULE 4 – Page 11 N.14/S.2 Preparedness for food emergencies Are school food service staff and cafeteria monitors (e.g., teachers, aides) trained to respond quickly and effectively to the following types of food emergencies? • choking • natural disasters (e.g., electrical outages affecting refrigeration) • medical emergencies (e.g., severe food allergy reactions, diabetic reactions) • attempts to introduce biological or other hazards into the food supply • situations that require students or others to shelter in the school 3 = Yes, trained for all five types of emergencies. 2 = Trained for three or four types of emergencies. 1 = Trained for one or two types of emergencies. 0 = Trained for none of these types of emergencies. MODULE 4 – Page 12 Module 4: Nutrition Services Planning Questions (photocopy before using) The Module 4 Planning Questions will help your school use its School Health Index results to identify and prioritize changes that will improve policies and programs to improve students’ health and safety. Planning Question 1 Look back at the scores you assigned to each question. According to these scores, what are the strengths and the weaknesses of your school’s food service policies and programs? Planning Question 2 For each of the weaknesses identified above, list several recommended actions to improve the school’s scores (e.g., offer an accessible school breakfast program). Continued on next page MODULE 4 – Page 13 SCHOOL HEALTH INDEX – ELEMENTARY SCHOOL Planning Question 3. List each of the actions identified in Planning Question 2 on the table below. Use the five-point scales defined below to rank each action on five dimensions (importance, cost, time, commitment, feasibility). Add the points for each action to get the total points. Use the total points to help you choose one, two, or three top priority actions that you will recommend to the School Health Index team for implementation this year. Importance How important is the action to my school? 5 = Very important 3 = Moderately important 1 = Not important Cost How expensive would it be to plan and implement the action? 5 = Not expensive 3 = Moderately expensive 1 = Very expensive Time How much time and effort would it take to implement the action? 5 = Little or no time and effort 3 = Moderate time and effort 1 = Very great time and effort Commitment How enthusiastic would the school community be about implementing the action? 5 = Very enthusiastic 3 = Moderately enthusiastic 1 = Not enthusiastic Feasibility How difficult would it be to complete the action? 5 = Not difficult 3 = Moderately difficult 1 = Very difficult Module 4 Actions Importance Cost Time Commitment Feasibility Total Points Top Priority Action? MODULE 4 – Page 14 Module 5: School Health Services Instructions for Module Coordinator Habits and practices related to health and safety are influenced by the entire school environment. That’s why the School Health Index has eight different modules, which correspond to the eight components of a coordinated school health program in the figure below. The Eight Components of a Coordinated School Health Program Instructions for completing the module 1. Work with the site coordinator to organize a team to complete the module’s documents. Below are some suggested members of the Module 5 team. School nurse Assistant principal Parent(s) Community-based health care provider Student(s) Health department representative(s) Counselor(s) 2. Make a photocopy of the module Discussion Questions (pages 5-15) for each Module 5 team member. Make at least one photocopy of the module Score Card (page 3) and the module Planning Questions (pages 17-18). 3. Give each Module 5 team member a copy of the Module 5 Discussion Questions. Use the copies of the module Score Card and the Planning Questions to record the team’s work. Put the originals of these documents away in case you need to make more photocopies. MODULE 5 – Page 1 4. At a Module 5 team meeting: x Discuss each of the Module 5 Discussion Questions and its scoring choices. x Decide how to collect any information you need to answer each question accurately. x After you have all the information you need, arrive at a consensus score for each question. Answer each question as accurately as possible. The School Health Index is your self-assessment tool for identifying strengths and weaknesses and for planning improvements; it should not be used for evaluating staff. x Record the scores (0-3) for each question on the module Score Card and calculate the overall Module Score. x Use the scores written on the module Score Card to complete the Planning Questions at the end of the module. x Use the results from the third Planning Question to identify the one, two, or three highest priority actions that you will recommend to the School Health Index team for implementation this year. x Use the answers to the Planning Questions to decide how you will present your results and recommendations at the follow-up School Health Index team meeting. We wish you success in your efforts to improve the health and safety of young people! MODULE 5 – Page 2 Module 5: School Health Services Score Card Instructions 1. Carefully read and discuss the Module 5 Discussion Questions (pages 5-15), 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 5 Planning Questions located at the end of this module (pages 17-18). Fully in Place Partially in Place Under Develop-ment Not in Place CC.1 Health services provided by a full-time school nurse 3 2 1 0 CC.2 Health and safety promotion for students and families 3 2 1 0 CC.3 Collaborate with staff 3 2 1 0 CC.4 Establish strong community links for referral 3 2 1 0 CC.5 Student medical information 3 2 1 0 CC.6 Consulting school health physician 3 2 1 0 S.1 Identify and refer students who are victims or perpetrators of violence 3 2 1 0 S.2 Assess extent of injuries on school property 3 2 1 0 S.3/ A.1 Emergency response plans 3 2 1 0 PA.1 Identify and refer students with health problems affected by physical activity 3 2 1 0 N.1 Identify and refer students with health problems affected by nutrition 3 2 1 0 A.2 Identify and refer students with asthma 3 2 1 0 A.3 Track students with known asthma 3 2 1 0 A.4 Provide or facilitate case management for students with poorly controlled asthma 3 2 1 0 A.5 Ensure immediate and reliable access to medications for students with asthma 3 2 1 0 A.6 Offer asthma management education to all students with asthma 3 2 1 0 COLUMN TOTALS: For each column, add up the numbers that are circled and enter the sum in this row. (If you decide to skip any of the topic areas, make sure you adjust the denominator for the Module Score (48) by subtracting 3 for each question eliminated). TOTAL POINTS: Add the four sums above and enter the total to the right. MODULE SCORE = (Total Points / 48) X 100 % MODULE 5 – Page 3 This page intentionally left blank. MODULE 5 – Page 4 Module 5: School Health Services Discussion Questions CC.1 Health services provided by a full-time school nurse Does your school have a full-time licensed, registered school nurse responsible for providing (or supervising LPNs or health assistants to provide) health services*? Is an adequate number of full-time school nurses provided, based on the recommended ratio of at least one nurse for every 750 students? NOTE: More nurses are recommended if students have extensive nursing needs. *Health services may include first aid, administration of medications, identification and treatment of acute illnesses, immunizations and vaccination, health screenings, chronic disease management, or emergency care. 3 = Yes, we have a school nurse present all day everyday, and the recommended ratio is present. 2 = We have a school nurse present all day everyday, but fewer than one for every 750 students. 1 = We have a school nurse present some of the time each week, or we have an LPN or health assistant (supervised by a school nurse) who is present at least some of the time each week. 0 = No, we do not have a school nurse, LPN, or health assistant present in our school, or we have an unsupervised LPN or health assistant in our school. MODULE 5 – Page 5 CC.2 Health and safety promotion for students and families Does the school nurse or other health services provider promote* the health and safety of students and their families by addressing each of these topics? • promoting physical activity • promoting healthy eating • preventing tobacco use • quitting tobacco use • preventing unintentional injuries** • preventing violence*** and suicide • managing asthma *Examples of ways to promote health and safety include: • distributing educational materials • individual advice or counseling • small group or classroom discussions • presentations • bulletin board displays • school newspaper/publications **Unintentional injuries may result from motor-vehicle crashes, drownings, poisonings, fires, falls, sports- and recreation-related events, and unintentional firearm-related events. ***Violence is the threatened or actual use of force against oneself, another person, or a group; it includes aggression, bullying, assault, homicide, suicide, child maltreatment, rape, and dating and intimate partner violence. 3 = Yes, addresses all seven of these topics. 2 = Addresses five or six of these topics. 1 = Addresses one to four of these topics. 0 = Addresses none of these topics, or the school does not have a school nurse or other health services provider. MODULE 5 – Page 6 CC.3 Collaborate with staff Does the school nurse or other health services provider collaborate with other school staff* to promote student health and safety in at least four of the following ways? • developing plans to address student health problems (Individual Health Plans, 504 plans, school team plans) • providing professional development on the health and academic benefits of physical activity, healthy eating, not using tobacco, preventing unintentional injuries and violence, and managing asthma • developing policy • developing curricula or units/lessons • developing and implementing school-wide activities *Examples of other school staff include: classroom teachers, instructional assistants, physical education teachers, health education teachers, food service staff, counseling/psychological/social services providers, recess supervisors, coaches, administrators, secretaries, facility and maintenance staff, bus drivers, school resource officer, and before- and after-school staff. 3 = Yes, there is collaboration in at least four of these ways. 2 = There is collaboration in two or three of these ways. 1 = There is collaboration in one of these ways. 0 = No, there is no collaboration, or the school does not have a school nurse or other health services provider. MODULE 5 – Page 7 CC.4 Establish strong links with community resources Has the school established strong links with school district services and community resources and identified referral providers for all five of the following services? • counseling for health problems affected by physical activity or nutrition • services for weight control • treatment for alcohol or substance use • programs for smoking cessation • asthma management and/or education programs 3 = Yes, strong community links have been established for all five of these services. 2 = Strong community links have been established for three or four of these services. 1 = Strong community links have been established for one or two of these services. 0 = Strong community links have not been established. CC.5 Student medical information Is there a system for collecting student medical information (related to physical activity, nutrition, tobacco use, injury, and/or asthma)? Is all pertinent information* communicated in writing to all appropriate school staff**? *All pertinent information is determined in partnership with parents or legal guardians, if possible. All communication should be in compliance with the Family Educational Rights and Privacy Act (FERPA). Communication may be in the form of asthma action plans, allergy alerts, injury reports, or through other written mechanisms. Regardless of the communication mechanism, pertinent information includes: • signs or symptoms to watch for in the student • specific action to take if student exhibits signs or symptoms • special precautions, if needed • a reminder about the confidentiality of this information **Appropriate school staff are those who “need to know” and could include: classroom teachers, instructional assistants, physical education teachers, health education teachers, food service staff, school nurses, health assistants, counseling/psychological/social services providers, recess supervisors, coaches, administrators, secretaries, bus drivers, school resource officers, and before- and after-school staff. 3 = Yes, all pertinent information is systematically collected and communicated in writing to all appropriate staff. 2 = All pertinent information is systematically collected and communicated to some, but not all appropriate staff. 1 = Some pertinent information is collected and communicated to some staff. 0 = Pertinent information is not collected. MODULE 5 – Page 8 CC.6 Consulting school health physician Does your school have access to and work with a consulting school health physician* who assists with your school health programs? *A consulting school health physician supports the needs of students through planning, policy, guidance, and medical consultation. He/she has training and/or experience in child, adolescent and/or school health, to work with school nurses and others on the health and safety team. The physician's function should be specified in a written agreement or contract and may include support of school staff with health and safety roles, interaction with community health professionals, guidance of district policy, and/or specific clinical responsibilities. 3 = Yes, our school has access to a consulting school health physician and has worked with him/her within the past year. 2 = Our school has access to a consulting school health physician through our state or local education or health agency and has worked with him/her within the past two years. 1 = Our school has access to a consulting school health physician through our state or local education or health agency but has not worked with him/her within the past two years. 0 = No, our school does not have access to a consulting school health physician. S.1 Identify and refer students who are victims or perpetrators of violence Does the school nurse or other health services provider identify students who are at risk* of being victims or perpetrators of violence and refer them to the most appropriate school-based or community-based services? *Indicators of students at risk of being victims or perpetrators of violence include • victims of child abuse or neglect • observers of violence at home, at school, or in • victims of dating violence community • victims of sexual assault • violent offenders • victims of bullying or harassment • suicide attempters • victims of other serious violence • those with special health care needs or mobility • survivors of serious unintentional impairments injuries • those with learning or emotional disabilities • weapon carriers • users of alcohol or drugs (especially heavy users) • poor academic achievers 3 = Yes, identifies and refers students to the most appropriate services. 2 = Identifies and refers students, but does not always refer them to the most appropriate services. 1 = Identifies students, but sometimes does not refer them to appropriate services. 0 = Does not identify students at risk, or the school does not have a school nurse or other health services provider. MODULE 5 – Page 9 S.2 Assess extent of injuries on school property Does the school nurse or other health services provider systematically collect information, such as that listed below, on unintentional injuries and violence that occur on school property (including school buses) or that are associated with school-sponsored events? Is the information analyzed and consistently reviewed by school policy-makers? • date, time, and place of injury • names of person(s) injured and of any witnesses • type of injury (e.g., cut, bruise) and location of injury (e.g., face, arm) • activity during which injury occurred (e.g., sporting event, classroom lesson) • agents of injury (e.g., ball, bat, firearm) • contributing factors (e.g., alcohol or drug use, lack of supervision, lack of protective gear) • status of injured person(s) (e.g., student, faculty, staff, visitor) • relationship of injured party to others (e.g., relative, member of gang) • intent (e.g., unintentional, assault, self-inflicted) • description of action taken (e.g., first aid administered, emergency medical services called, parent notified) 3 = Yes, information is collected, analyzed, and consistently reviewed by school policy-makers. 2 = Information is collected, analyzed, and occasionally reviewed by school policy-makers. 1 = Information is collected and analyzed but not reviewed by school policymakers. 0 = Information is collected but not analyzed or reviewed, or information is not collected, or the school does not have a school nurse or other health services provider. MODULE 5 – Page 10 S.3/A.1 Emergency response plans Does the school nurse or other health services provider have an emergency plan that includes all the components listed below for assessing, managing, and referring students and staff suffering from a medical emergency (e.g., injury, severe asthma episode) to the appropriate level of care? • written instructions on contacting emergency service providers, with telephone numbers posted in prominent locations • list of health services and other staff and their assignments, including at least one qualified person who will assess the person(s) suffering from a medical emergency and manage immediate care; one person who will call emergency medical services (EMS); one person who will control students in the area; and one person who will direct EMS to the location of the person(s) suffering from a medical emergency • multiple methods for accessing EMS • plan for transporting and referring person(s) suffering from a medical emergency to care, including a protocol for situations in which staff members need to be with a student at a treatment center • system for contacting parents and appropriate school personnel (e.g., a central file with daytime contact information for parents and guardians) • provisions for obtaining parental consent if referral for immediate treatment is required • copies of treatment and referral protocols available in first aid kits 3 = Yes, all of these components are part of the emergency plan. 2 = All but one of these components are part of the emergency plan. 1 = There is a plan, but it lacks more than one of these components. 0 = The school does not have a plan. MODULE 5 – Page 11 PA.1 Identify and refer students with health problems affected by physical activity Does the school nurse or other health services provider identify students with health problems affected by physical activity *? Are those students referred to the most appropriate school-based or community-based services? *Examples of health problems affected by physical activity include asthma, diabetes, and overweight/obesity. 3 = Yes, identifies and refers students to the most appropriate services. 2 = Identifies and refers students, but does not always refer them to the most appropriate services. 1 = Identifies students, but sometimes does not refer them to appropriate services. 0 = Does not identify students with these problems, or the school does not have a school nurse or other health services provider. N.1 Identify and refer students with health problems affected by nutrition Does the school nurse or other health services provider identify students with health problems affected by nutrition*? Are those students referred to the most appropriate school-based or community-based services? *Examples of health problems affected by nutrition include anemia, diabetes, eating disorders, food allergies, and overweight/obesity. 3 = Yes, identifies and refers students to the most appropriate services. 2 = Identifies and refers students, but does not always refer them to the most appropriate services. 1 = Identifies students, but sometimes does not refer them to appropriate services. 0 = Does not identify students with these problems, or the school does not have a school nurse or other health services provider. MODULE 5 – Page 12 A.2 Identify and refer students with asthma Does your school have a system to identify* students diagnosed with asthma and refer** those students to the appropriate school or community-based services? *Identify means to: • Conduct asthma case identification by reviewing health history intake forms, emergency contact forms, and requests for medication administration to identify students with diagnosed asthma. Most schools should avoid asthma screening (spirometry) or case detection (symptom surveys). • Compile a confidential list of students diagnosed with asthma. **Refer means to: • Contact parents of students with asthma signs or symptoms and recommend that the students be evaluated by their primary health care provider or specialist. • Contact parents of students without a primary health care provider and give information about child health insurance programs and primary care providers. 3 = Yes, our school has a system that identifies students with asthma and refers all of them to the appropriate services. 2 = Our school has a system that identifies students with asthma and refers most of them to the appropriate services. 1 = Our school has a system that identifies students with asthma and refers some of them to the appropriate services. 0 = Our school does not have a system that identifies students with asthma. A.3 Track students with known asthma Based on a confidential list of students diagnosed with asthma, does your school have a system to track* all students with asthma in at least three of the following ways? • Note frequent absences from school. • Note frequent visits to the school health office due to asthma. • Note frequent asthma symptoms at school. • Note frequent non-participation in physical education class due to asthma. • Note students sent home early due to asthma. • Note calls from school to 911, or other local emergency numbers, due to asthma. *Track means to collect the information described below and share it with the appropriate person(s), as needed. 3 = Yes, our school tracks all students with known asthma in at least three of these ways. 2 = Yes, our school tracks all students with known asthma in two of these ways. 1 = Yes, our school tracks all students with known asthma in one of these ways. 0 = No, our school does not track students with known asthma. MODULE 5 – Page 13 A.4 Provide or facilitate case management for students with poorly controlled asthma Does your school provide or facilitate* case management** for students with poorly controlled asthma***? *Facilitate means to identify and refer students to case management services. **Case management is a comprehensive set of services provided by either an individual or a team of medical professionals, school staff, and/or social work staff. These services could include: • Providing referrals to primary healthcare providers • Ensuring an appropriate written asthma action plan is obtained • Ensuring access to and appropriate use of asthma medications, spacers, and peak flow meters at home and at school • Offering asthma education for the student and family • Facilitating environmental modifications at home and at school • Identifying and addressing psychosocial issues related to asthma • Providing additional support services as needed ***Students with poorly controlled asthma are those with frequent absences from school, frequent visits to the school health office for asthma symptoms, frequent asthma symptoms at school, and/or frequent non-participation in physical education class due to asthma symptoms. 3 = Yes, case management is provided or facilitated to all students with poorly controlled asthma. 2 = Case management is provided or facilitated to most students with poorly controlled asthma. 1 = Case management is provided or facilitated to some students with poorly controlled asthma. 0 = No, case management is not provided or facilitated to students with asthma. A.5 Ensure immediate and reliable access to medications for students with asthma Does your school use all of these methods to ensure all students with asthma have immediate and reliable access to medications in school? • Allow students to self-carry and self-administer medications with written permission from physician, parent/guardian, and school nurse. • Ensure medication is readily accessible, clearly labeled, and not accessible to other students. • Ensure that someone trained in administering asthma medications is always present at the school (e.g., school nurse, health assistant, other school staff). • Keep extra personal inhalers in the school health room. 3 = Yes, all of these methods are used. 2 = All of these methods are used, except the school is unable to obtain an extra personal inhaler for all students with asthma. 1 = At least three of these methods are used. 0 = Fewer than three of these methods are used. MODULE 5 – Page 14 A.6 Offer asthma management education to all students with asthma Does your school offer* asthma management education** at school for all students with known asthma? *Offer means doing any of the following: • School staff providing asthma management education • Partnering with organizations providing asthma education (e.g., American Lung Association, Asthma and Allergy Foundation of America) and providing programming space in school • Allowing time for students to participate in school- or community-sponsored programs • Disseminating asthma education materials as a supplement to a formal asthma education program **Asthma management education should include the following topics: • Basic facts about asthma • Adhering to asthma action plans • Identifying and avoiding triggers • Signs and symptoms of an asthma episode • Medication information • Self-management skills (e.g., monitoring asthma, use of peak flow meter, proper use of inhalers) • When and how to take emergency actions • Maintaining physical activity 3 = Yes, our school offers asthma management education for all students with known asthma 2 = Our school offers asthma management education for most students with known asthma. 1 = Our school offers asthma management education for some students with known asthma. 0 = No, our school does not offer asthma management education for students with known asthma. MODULE 5 – Page 15 This page intentionally left blank. MODULE 5 – Page 16 Module 5: School Health Services Planning Questions (photocopy before using) The Module 5 Planning Questions will help your school use its School Health Index results to identify and prioritize changes that will improve policies and programs to improve students’ health and safety. . Planning Question 1 Look back at the scores you assigned to each question. According to these scores, what are the strengths and the weaknesses of your school’s health services related to students’ health and safety? Planning Question 2 For each of the weaknesses identified above, list several recommended actions to improve the school’s scores (e.g., have the school nurse actively promote physical activity to students and their families). Continued on next page MODULE 5 – Page 17 SCHOOL HEALTH INDEX – ELEMENTARY SCHOOL Planning Question 3. List each of the actions identified in Planning Question 2 on the table below. Use the five-point scales defined below to rank each action on five dimensions (importance, cost, time, commitment, feasibility). Add the points for each action to get the total points. Use the total points to help you choose one, two, or three top priority actions that you will recommend to the School Health Index team for implementation this year. Importance How important is the action to my school? 5 = Very important 3 = Moderately important 1 = Not important Cost How expensive would it be to plan and implement the action? 5 = Not expensive 3 = Moderately expensive 1 = Very expensive Time How much time and effort would it take to implement the action? 5 = Little or no time and effort 3 = Moderate time and effort 1 = Very great time and effort Commitment How enthusiastic would the school community be about implementing the action? 5 = Very enthusiastic 3 = Moderately enthusiastic 1 = Not enthusiastic Feasibility How difficult would it be to complete the action? 5 = Not difficult 3 = Moderately difficult 1 = Very difficult Module 5 Actions Importance Cost Time Commitment Feasibility Total Points Top Priority Action? MODULE 5 – Page 18 Module 6: School Counseling, Psychological, and Social Services Instructions for Module Coordinator Habits and practices related to health and safety are influenced by the entire school environment. That’s why the School Health Index has eight different modules, which correspond to the eight components of a coordinated school health program in the figure below. The Eight Components of a Coordinated School Health Program Instructions for completing the module 1. Work with the site coordinator to organize a team to complete the module’s documents. Below are some suggested members of the Module 6 team. School counselor Parent(s) School psychologist Student(s) School social worker Community-based social services provider School nurse Health care provider Assistant principal Special education team leader 2. Make a photocopy of the module Discussion Questions (pages 5-9) for each Module 6 team member. Make at least one photocopy of the module Score Card (page 3) and the module Planning Questions (pages 11-12). 3. Give each Module 6 team member a copy of the Module 6 Discussion Questions. Use the copies of the module Score Card and the Planning Questions to record the team’s work. Put the originals of these documents away in case you need to make more photocopies. 4. At a Module 6 team meeting: x Discuss each of the Module 6 Discussion Questions and its scoring choices. x Decide how to collect any information you need to answer each question accurately. x After you have all the information you need, arrive at a consensus score for each question. Answer each question as accurately as possible. The School Health Index is your self-assessment tool for identifying strengths and weaknesses and for planning improvements; it should not be used for evaluating staff. x Record the scores (0-3) for each question on the module Score Card and calculate the overall Module Score. x Use the scores written on the module Score Card to complete the Planning Questions at the end of the module. x Use the results from the third Planning Question to identify the one, two, or three highest priority actions that you will recommend to the School Health Index team for implementation this year. x Use the answers to the Planning Questions to decide how you will present your results and recommendations at the follow-up School Health Index team meeting. We wish you success in your efforts to improve the health and safety of young people! Module 6: School Counseling, Psychological, and Social Services Score Card (photocopy before using) Instructions 1. Carefully read and discuss the Module 6 Discussion Questions (pages 5-9), 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 6 Planning Questions located at the end of this module (pages 11-12). Fully in Place Partially in Place Under Develop­ment Not in Place CC.1 Health and safety promotion for students and families 3 2 1 0 CC.2 Collaborate with staff 3 2 1 0 CC.3 Establish strong links with community resources 3 2 1 0 S.1 Identify and refer students who are victims or perpetrators of violence 3 2 1 0 PA.1 Identify and refer students with health problems affected by physical activity 3 2 1 0 N.1 Identify and refer students with health problems affected by nutrition 3 2 1 0 COLUMN TOTALS: For each column, add up the numbers that are circled and enter the sum in this row. (If you decide to skip any of the topic areas, make sure you adjust the denominator for the Module Score (18) by subtracting 3 for each question eliminated). TOTAL POINTS: Add the four sums above and enter the total to the right. MODULE SCORE = (Total Points / 18) X 100 % This page intentionally left blank. Module 6: School Counseling, Psychological, and Social Services Discussion Questions CC.1 Health and safety promotion for students and families Does the school’s counseling, psychological, or social services provider promote the health and safety* of students and their families by addressing each of these topics? • promoting physical activity • promoting healthy eating • preventing tobacco use • stopping tobacco use • preventing unintentional** injuries • preventing violence*** and suicide • managing asthma *Staff can promote health and safety in a number of ways, including • distributing educational materials • individual advice or counseling • small group or classroom discussions • presentations **Unintentional injuries may result from motor-vehicle crashes, drownings, poisonings, fires, falls, sports-and recreation-related events, and unintentional firearm-related events. ***Violence is the threatened or actual use of force against oneself, another person, or a group; it includes aggression, bullying, assault, homicide, suicide, child maltreatment, rape, and dating and intimate partner violence. 3 = Yes, addresses all seven of these topics. 2 = Addresses five or six of these topics. 1 = Addresses one to four of these topics. 0 = Addresses none of these topics, or the school does not have a counseling, psychological, or social services provider. CC.2 Collaborate with staff Does the school’s counseling, psychological, or social services provider collaborate with other school staff* to promote student health and safety in at least three or more of the following ways? • providing professional-development training on the health and academic benefits of physical activity, healthy eating, not using tobacco, preventing unintentional injuries and violence, and managing asthma • developing policy • developing curricula or units/lessons • developing and implementing school-wide activities *Examples of other school staff include: classroom teachers, instructional assistants, physical education teachers, health education teachers, food service staff, school nurses, health assistants, recess supervisors, coaches, administrators, secretaries, facility and maintenance staff, bus drivers, school resource officer, and before- and after-school staff. 3 = Yes, there is collaboration in at least three ways. 2 = There is collaboration in two ways. 1 = There is collaboration in one way. 0 = There is no collaboration, or the school does not have a counseling, psychological, or social services provider. CC.3 Establish strong links with community resources Has the school established strong links with school district services and community resources and identified referral providers for all seven of these services? • counseling after a student death, suicide threat, suicide attempt, or terrorist attack • counseling victims of child abuse or neglect, intimate partner violence, sexual assault, or other violence • counseling those who witness violence at home, at school, or in the community • services for learning or emotional disabilities • training in anger management • mental health services, particularly for depression and for students who have lost relatives or close friends • case management for students with poorly controlled asthma 3 = Yes, strong community links have been established for all seven of these services. 2 = Strong community links have been established for four to six of these services. 1 = Strong community links have been established for one to three of these services. 0 = Strong community links have not been established. S.1 Identify and refer students who are victims or perpetrators of violence Does the school’s counseling, psychological, or social services provider have a system for identifying students who are at risk* of being victims or perpetrators of violence, and refer them to the most appropriate school-based or community-based services? *Indicators of students at risk of being victims or perpetrators of violence include • victims of child abuse or neglect • observers of violence at home, at school, or in community • victims of dating violence • victims of sexual assault • violent offenders • victims of bullying or harassment • suicide attempters • victims of other serious violence • those with special health care needs or mobility impairments • survivors of serious unintentionalinjuries • those with learning or emotional disabilities • weapon carriers • users of alcohol or drugs (especially heavy users) • poor academic achievers 3 = Yes, identifies and refers students to the most appropriate services. 2 = Identifies and refers students, but does not always refer them to the most appropriate services. 1 = Identifies students, but sometimes does not refer them to appropriate services. 0 = Does not identify students at risk, or the school does not have a counseling, psychological, or social services provider. PA.1 Identify and refer students with health problems affected by physical activity Does the school’s counseling, psychological, or social services provider identify students with health problems affected by physical activity *? Are those students referred to the most appropriate school-based or community-based services? *Examples of health problems affected by physical activity include asthma, diabetes, and overweight/obesity. 3 = Yes, identifies and refers students to the most appropriate services. 2 = Identifies and refers students, but does not always refer them to the most appropriate services. 1 = Identifies students, but sometimes does not refer them to appropriate services. 0 = Does not identify students with these problems, or the school does not have a counseling, psychological, or social services provider. N.1 Identify and refer students with health problems affected by nutrition Does the school’s counseling, psychological, or social services provider identify students with health problems affected by nutrition*? Are those students referred to the most appropriate school-based or community-based services? *Examples of health problems affected by nutrition include anemia, diabetes, eating disorders, food allergies, and overweight/obesity. 3 = Yes, identifies and refers students to the most appropriate services. 2 = Identifies and refers students, but does not always refer them to the most appropriate services. 1 = Identifies students, but sometimes does not refer them to appropriate services. 0 = Does not identify students with these problems, or the school does not have a counseling, psychological, or social services provider. This page intentionally blank Module 6: School Counseling, Psychological, and Social Services Planning Questions (photocopy before using) The Module 6 Planning Questions will help your school use its School Health Index results to identify and prioritize changes that will improve policies and programs to improve students’ health and safety. Planning Question 1 Look back at the scores you assigned to each question. According to these scores, what are the strengths and the weaknesses of your school’s counseling, psychological, and social services related to students’ health and safety? Planning Question 2 For each of the weaknesses identified above, list several recommended actions to improve the school’s scores (e.g., have school counselors actively promote healthy eating to students and their families). Continued on next page SCHOOL HEALTH INDEX – ELEMENTARY SCHOOL Planning Question 3. List each of the actions identified in Planning Question 2 on the table below. Use the five-point scales defined below to rank each action on five dimensions (importance, cost, time, commitment, feasibility). Add the points for each action to get the total points. Use the total points to help you choose one, two, or three top priority actions that you will recommend to the School Health Index team for implementation this year. Importance How important is the action to my school? 5 = Very important 3 = Moderately important 1 = Not important Cost How expensive would it be to plan and implement the action? 5 = Not expensive 3 = Moderately expensive 1 = Very expensive Time How much time and effort would it take to implement the action? 5 = Little or no time and effort 3 = Moderate time and effort 1 = Very great time and effort Commitment How enthusiastic would the school community be about implementing the action? 5 = Very enthusiastic 3 = Moderately enthusiastic 1 = Not enthusiastic Feasibility How difficult would it be to complete the action? 5 = Not difficult 3 = Moderately difficult 1 = Very difficult Module 6 Actions Importance Cost Time Commitment Feasibility Total Points Top Priority Action? MODULE 6 – Page 12 Module 7: Health Promotion for Staff Instructions for Module Coordinator Habits and practices related to health and safety are influenced by the entire school environment. That’s why the School Health Index has eight different modules, which correspond to the eight components of a coordinated school health program in the figure below. The Eight Components of a Coordinated School Health Program Instructions for completing the module 1. Work with the site coordinator to organize a team to complete the module’s documents. Below are some suggested members of the Module 7 team. Physical education teacher Community health agency representatives(s) School nurse (e.g., American Cancer Society, local health Teacher(s) department) Health educator(s) Parent(s) Assistant principal Community business representative 2. Make a photocopy of the module Discussion Questions (pages 5-11) for each Module 7 team member. Make at least one photocopy of the module Score Card (page 3) and the module Planning Questions (pages 13-14). 3. Give each Module 7 team member a copy of the Module 7 Discussion Questions. Use the copies of the module Score Card and the Planning Questions to record the team’s work. Put the originals of these documents away in case you need to make more photocopies. MODULE 7 – Page 1 4. At a Module 7 team meeting: x Discuss each of the Module 7 Discussion Questions and its scoring choices. x Decide how to collect any information you need to answer each question accurately. x After you have all the information you need, arrive at a consensus score for each question. Answer each question as accurately as possible. The School Health Index is your self-assessment tool for identifying strengths and weaknesses and for planning improvements; it should not be used for evaluating staff. x Record the scores (0-3) for each question on the module Score Card and calculate the overall Module Score. x Use the scores written on the module Score Card to complete the Planning Questions at the end of the module. x Use the results from the third Planning Question to identify the one, two, or three highest priority actions that you will recommend to the School Health Index team for implementation this year. x Use the answers to the Planning Questions to decide how you will present your results and recommendations at the follow-up School Health Index team meeting. We wish you success in your efforts to improve the health and safety of young people! MODULE 7 – Page 2 Module 7: Health Promotion for Staff Score Card (photocopy before using) Instructions 1. Carefully read and discuss the Module 7 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 7 Planning Questions located at the end of this module (pages 13-14). Fully in Place Partially in Place Under Develop-ment Not in Place CC.1 Health screening for staff 3 2 1 0 CC.2 Stress management programs for staff 3 2 1 0 CC.3 Promote staff participation 3 2 1 0 S.1 Training for staff on conflict resolution 3 2 1 0 S.2 Training for staff on first aid and CPR 3 2 1 0 PA.1 Programs for staff on physical activity/fitness 3 2 1 0 N.1 Programs for staff on healthy eating/weight management 3 2 1 0 T.1 Programs for staff on tobacco-use cessation 3 2 1 0 A.1 Programs for staff on asthma management and/or education 3 2 1 0 COLUMN TOTALS: For each column, add up the numbers that are circled and enter the sum in this row. (If you decide to skip any of the topic areas, make sure you adjust the denominator for the Module Score (27) by subtracting 3 for each question eliminated). TOTAL POINTS: Add the four sums above and enter the total to the right. MODULE SCORE = (Total Points / 27) X 100 % MODULE 7 – Page 3 This page intentionally left blank. MODULE 7 – Page 4 Module 7: Health Promotion for Staff Discussion Questions CC.1 Health screening for staff Does the school or district offer* staff members physical health screenings** that are accessible and free or low-cost at least once a year? *Offer means that the school or district has a special arrangement for staff to receive health screening either on-site or through a community program off-site. This screening could be part of the employee benefits package, the wellness program, or the employee assistance program. **Examples of items that are part of health screenings include • height and weight • blood pressure • cholesterol level • blood sugar level • tobacco use • alcohol and substance use • safety (e.g., seat belts, helmets, smoke alarms, drinking and driving) • mental health 3 = Yes. 2 = Offers physical health screenings, but some staff members find them inaccessible or expensive. 1 = Offers health screenings, but many staff members find them inaccessible or expensive. 0 = Does not offer health screenings at least once a year. CC.2 Stress management programs for staff Does the school or district offer* stress management programs for staff members that are accessible and free or low-cost? *Offer means that the school or district has a special arrangement to provide stress management programs on-site or through community programs off-site. 3 = Yes. 2 = Offers stress management programs, but some staff members find them inaccessible or expensive. 1 = Offers on stress management programs, but many staff members find them inaccessible or expensive. 0 = Does not offer stress management programs. MODULE 7 – Page 5 CC.3 Promote staff participation Does the school or district use three or more methods to promote and encourage staff participation* in its health promotion programs? *Examples of methods to promote and encourage staff participation include • information at orientation for new staff • information included with paycheck • flyers posted on school walls • letters mailed directly to staff • announcements at staff meetings • articles in staff newsletters • incentive/reward programs • public recognition • health insurance discounts • posting to a website • e-mail messages 3 = Yes, uses three or more of these methods. 2 = Uses two of these methods. 1 = Uses one of these methods. 0 = Uses none of these methods. MODULE 7 – Page 6 S.1 Training for staff on conflict resolution Does the school or district offer* staff members training on conflict resolution that is accessible and free or low-cost? *Offer means that the school or district has a special arrangement for staff to participate in training programs on conflict resolution either on-site or through a community program off-site. 3 = Yes. 2 = Offers training on conflict resolution, but some staff members find it inaccessible or expensive. 1 = Offers training on conflict resolution, but many staff members find it inaccessible or expensive. 0 = Does not offer training on conflict resolution. S.2 Training for staff on first aid and CPR Does the school or district offer* staff members training on first aid and cardiopulmonary resuscitation (CPR) that is accessible and free or low-cost? *Offer means that the school or district has a special arrangement for staff to participate in training programs on first aid and CPR either on-site or through a community program off-site. 3 = Yes. 2 = Offers training on first aid and CPR, but some staff members find it inaccessible or expensive. 1 = Offers training on first aid and CPR, but many staff members find it inaccessible or expensive. 0 = Does not offer training on first aid and CPR. MODULE 7 – Page 7 PA.1 Programs for staff on physical activity/fitness Does the school or district offer* staff members physical activity/fitness programs** that are accessible and free or low-cost? *Offer means that the school or district has a special arrangement for staff to participate in physical activity/fitness programs either on-site or through a community program off-site. **Physical activity/fitness programs include classes, workshops, and special events. 3 = Yes. 2 = Offers physical activity/fitness programs, but some staff members find them inaccessible or expensive. 1 = Offers physical activity/fitness programs, but many staff members find them inaccessible or expensive. 0 = Does not offer physical activity/fitness programs. MODULE 7 – Page 8 N.1 Programs for staff on healthy eating/weight management Does the school or district offer* staff members healthy eating/weight management programs that are accessible and free or low-cost? *Offer means that the school or district has a special arrangement for staff to participate in healthy eating/weight management programs either on-site or through a community program off-site. 3 = Yes. 2 = Offers healthy eating/weight management programs, but some staff members find them inaccessible or expensive. 1 = Offers healthy eating/weight management programs, but many staff members find them inaccessible or expensive. 0 = Does not offer healthy eating/weight management programs. MODULE 7 – Page 9 T.1 Programs for staff on tobacco-use cessation Does the school or district offer* staff members tobacco-use cessation programs** that are accessible and free or low-cost? *Offer means that the school or district has a special arrangement for staff to participate in tobacco-use cessation programs either on-site or through a community program off-site. *Cessation services can include any of the following • group tobacco-use cessation program • brief clinical counseling • self-help educational material • computer-based cessation program • referral to local physician • telephone quit line • pharmacological cessation aid (e.g., nicotine replacement therapy, Zyban) 3 = Yes. 2 = Offers tobacco-use cessation programs, but some staff members find them inaccessible or expensive. 1 = Offers tobacco-use cessation programs, but many staff members find them inaccessible or expensive. 0 = Does not offer tobacco-use cessation programs. MODULE 7 – Page 10 A.1 Programs for staff on asthma management and/or education Does the school or district offer* staff members asthma management and/or education programs that are accessible and free or low-cost? *Offer means that the school or district has a special arrangement for staff to participate in asthma management and/or education programs either on-site or through a community program off-site. The programs could be part of the employee benefits package, the wellness program, or the employee assistance program. 3 = Yes. 2 = Offers asthma management and/or education programs, but some staff members find them inaccessible or expensive. 1 = Offers asthma management and/or education programs, but many staff members find them inaccessible or expensive. 0 = Does not offer asthma management and/or education programs. MODULE 7 – Page 11 This page intentionally blank MODULE 7 – Page 12 Module 7: Health Promotion for Staff Planning Questions (photocopy before using) The Module 7 Planning Questions will help your school use its School Health Index results to identify and prioritize changes that will improve policies and programs to improve the staff’s health and safety. Planning Question 1 Look back at the scores you assigned to each question. According to these scores, what are the strengths and the weaknesses of your school’s policies and programs related to health promotion for staff? Planning Question 2 For each of the weaknesses identified above, list several recommended actions to improve the school’s scores (e.g., provide easy access to health screening for staff). Continued on next page MODULE 7 – Page 13 SCHOOL HEALTH INDEX – ELEMENTARY SCHOOL Planning Question 3. List each of the actions identified in Planning Question 2 on the table below. Use the five-point scales defined below to rank each action on five dimensions (importance, cost, time, commitment, feasibility). Add the points for each action to get the total points. Use the total points to help you choose one, two, or three top priority actions that you will recommend to the School Health Index team for implementation this year. Importance How important is the action to my school? 5 = Very important 3 = Moderately important 1 = Not important Cost How expensive would it be to plan and implement the action? 5 = Not expensive 3 = Moderately expensive 1 = Very expensive Time How much time and effort would it take to implement the action? 5 = Little or no time and effort 3 = Moderate time and effort 1 = Very great time and effort Commitment How enthusiastic would the school community be about implementing the action? 5 = Very enthusiastic 3 = Moderately enthusiastic 1 = Not enthusiastic Feasibility How difficult would it be to complete the action? 5 = Not difficult 3 = Moderately difficult 1 = Very difficult Module 7 Actions Importance Cost Time Commitment Feasibility Total Points Top Priority Action? MODULE 7 – Page 14 Module 8: Family and Community Involvement Instructions for Module Coordinator Habits and practices related to health and safety are influenced by the entire school environment. That’s why the School Health Index has eight different modules, which correspond to the eight components of a coordinated school health program in the figure below. The Eight Components of a Coordinated School Health Program Instructions for completing the module 1. Work with the site coordinator to organize a team to complete the module’s documents. Below are some suggested members of the Module 8 team. Parent(s) Community health agency representative(s) Student(s) (e.g., American Cancer Society, local health Teacher(s) department) School nurse School counselor Assistant principal Local faith-based organization Community member(s) representative(s) 2. Make a photocopy of the module Discussion Questions (pages 5-8) for each Module 8 team member. Make at least one photocopy of the module Score Card (page 3) and the module Planning Questions (pages 9-10). 3. Give each Module 8 team member a copy of the Module 8 Discussion Questions. Use the copies of the module Score Card and the Planning Questions to record the team’s work. Put the originals of these documents away in case you need to make more photocopies. MODULE 8 – Page 1 4. At a Module 8 team meeting: x Discuss each of the Module 8 Discussion Questions and its scoring choices. x Decide how to collect any information you need to answer each question accurately. x After you have all the information you need, arrive at a consensus score for each question. Answer each question as accurately as possible. The School Health Index is your self-assessment tool for identifying strengths and weaknesses and for planning improvements; it should not be used for evaluating staff. x Record the scores (0-3) for each question on the module Score Card and calculate the overall Module Score. x Use the scores written on the module Score Card to complete the Planning Questions at the end of the module. x Use the results from the third Planning Question to identify the one, two, or three highest priority actions that you will recommend to the School Health Index team for implementation this year. x Use the answers to the Planning Questions to decide how you will present your results and recommendations at the follow-up School Health Index team meeting. We wish you success in your efforts to improve the health and safety of young people! MODULE 8 – Page 2 Module 8: Family and Community Involvement Score Card (photocopy before using) Instructions 1. Carefully read and discuss the Module 8 Discussion Questions (pages 5-8), 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 8 Planning Questions located at the end of this module (pages 9-10). Be sure to keep your documentation from the small groups to support your recommendations. Fully in Place Partially in Place Under Develop-ment Not in Place CC.1 Educate families 3 2 1 0 CC.2 Effective parenting strategies 3 2 1 0 CC.3 Parent and community involvement in programs 3 2 1 0 CC.4 Promote community-based programs 3 2 1 0 CC.5 Community access to school facilities 3 2 1 0 N.1 Student and family involvement in planning meals 3 2 1 0 COLUMN TOTALS: For each column, add up the numbers that are circled and enter the sum in this row. (If you decide to skip any of the topic areas, make sure you adjust the denominator for the Module Score (18) by subtracting 3 for each question eliminated). TOTAL POINTS: Add the four sums above and enter the total to the right. MODULE SCORE = (Total Points / 18) X 100 % MODULE 8 – Page 3 This page intentionally left blank. MODULE 8 – Page 4 Module 8: Family and Community Involvement Discussion Questions CC.1 Educate families Does the school give families opportunities to learn about health and safety topics listed below through educational materials* sent home and involvement in school-sponsored activities**? • promoting physical activity • promoting healthy eating • preventing tobacco use • influence of mass media on child health and safety (e.g., television, film, music) • quitting tobacco use • promoting safety and preventing unintentional injuries*** • preventing violence**** and suicide • managing asthma • accessing community health resources (e.g., State Children’s Health Insurance Programs (SCHIP), health insurance providers, community health centers) *Examples of educational materials include brochures, newsletter articles, public access television, website, introductions to curricula, and homework assignments that involve family participation. **Examples of school-sponsored activities include parent/teacher meetings, parent seminars, food tasting, field days, bicycle rodeos, safety towns, family events, health fairs, and walkathons. ***Unintentional injuries may result from motor-vehicle crashes, drownings, poisonings, fires, falls, sports- and recreation-related events, and unintentional firearm-related events. ****Violence is the threatened or actual use of force against oneself, another person, or a group; it includes aggression, bullying, assault, homicide, suicide, child maltreatment, rape, and dating and intimate partner violence. 3 = Yes, opportunities on eight or nine topics. 2 = Opportunities on five to seven topics. 1 = Opportunities on one to four topics. 0 = No opportunities are offered. MODULE 8 – Page 5 CC.2 Effective parenting strategies Does the school’s parent education program address all of the following effective parenting strategies? • praising and rewarding desirable behavior • staying actively involved with children in fun activities • making time to listen and talk with their children • making a small number of clear, understandable rules designed to increase level of self-management (e.g., routine household chores, homework, time spent using TV and computer) • consistently enforcing family rules with consequences (e.g., an additional chore, restricting TV/computer use for the evening) • monitoring children’s daily activities (knowing child’s whereabouts and friends) • modeling nonviolent responses to conflict • modeling healthy behaviors (e.g., medication adherence, regular physical activity) 3 = Yes, addresses all of these topics. 2 = Addresses most of these topics. 1 = Addresses some of these topics. 0 = Addresses none of these topics, or there is no parent education program. CC.3 Parent and community involvement in programs Do parents and other community members help plan and implement* all or nearly all school health and safety programs? *Examples of ways to help plan and implement include volunteering to help in the classroom, in the cafeteria, or with special events; serving on school health, curriculum review, or program planning committees; and designing or conducting a needs assessment or program evaluation. 3 = Yes, both parents and community members help on all or nearly all school health and safety programs. 2 = They help on most of the programs. 1 = They help on some of the programs. 0 = No, they do not help plan or implement school health and safety programs. MODULE 8 – Page 6 CC.4 Promote community-based programs Does the school staff inform students and their families about community-based health and safety programs* that cover the following topics? • tobacco-use cessation • physical activity/recreation • healthy eating • preventing unintentional injuries • preventing violence • asthma management *Examples of community-based health and safety programs include youth sports and recreation programs; Women, Infants and Children (WIC); food stamps; and activities sponsored by organizations such as Students Against Drunk Driving, Boys and Girls Clubs of America, American Cancer Society, American Heart Association, American Lung Association, and Asthma and Allergy Foundation of America. 3 = Yes, for all six topics. 2 = Yes, for four or five topics. 1 = Yes, for one to three topics. 0 = None of these topics are covered. CC.5 Community access to school facilities Do community members have access to indoor and outdoor school facilities* outside school hours** to participate in or conduct health promotion and education programs***? *Examples of school facilities include indoor classrooms, gymnasium, and outdoor recreational areas. **Outside school hours means after school, in the evening, on weekends, and during school vacations. ***Examples of topics addressed in health promotion and education programs include tobacco-use cessation, physical activity/recreation, healthy eating, preventing unintentional injuries and violence, and asthma management. 3 = Yes, community members have access to school facilities. 2 = Community members have limited access to school facilities. 1 = Community members have very limited access to school facilities, or there is access to indoor or outdoor facilities but not to both. 0 = Community members do not have access to school facilities. MODULE 8 – Page 7 N.1 Student and family involvement in planning meals Do students and parents have opportunities to provide both suggestions for school meals and feedback on the meal program? 3 = Yes, both students and parents have opportunities to provide suggestions and feedback. 2 = Yes, both students and parents have opportunities to provide either suggestions for school meals or feedback on the meal program. 1 = Either students or parents have these opportunities, but not both. 0 = Neither students nor parents have these opportunities. MODULE 8 – Page 8 Module 8: Family and Community Involvement Planning Questions (photocopy before using) The Module 8 Planning Questions will help your school use its School Health Index results to identify and prioritize changes that will improve policies and programs to improve students’ health and safety. Planning Question 1 Look back at the scores you assigned to each question. According to these scores, what are the strengths and the weaknesses of your school’s policies and programs related to students’ health and safety? Planning Question 2 For each of the weaknesses identified above, list several recommended actions to improve the school’s scores (e.g., increase family education on health and safety). Continued on next page MODULE 8 – Page 9 SCHOOL HEALTH INDEX – ELEMENTARY SCHOOL Planning Question 3. List each of the actions identified in Planning Question 2 on the table below. Use the five-point scales defined below to rank each action on five dimensions (importance, cost, time, commitment, feasibility). Add the points for each action to get the total points. Use the total points to help you choose one, two, or three top priority actions that you will recommend to the School Health Index team for implementation this year. Importance How important is the action to my school? 5 = Very important 3 = Moderately important 1 = Not important Cost How expensive would it be to plan and implement the action? 5 = Not expensive 3 = Moderately expensive 1 = Very expensive Time How much time and effort would it take to implement the action? 5 = Little or no time and effort 3 = Moderate time and effort 1 = Very great time and effort Commitment How enthusiastic would the school community be about implementing the action? 5 = Very enthusiastic 3 = Moderately enthusiastic 1 = Not enthusiastic Feasibility How difficult would it be to complete the action? 5 = Not difficult 3 = Moderately difficult 1 = Very difficult Module 8 Actions Importance Cost Time Commitment Feasibility Total Points Top Priority Action? MODULE 8 – Page 10 Planning for Improvement Note: Complete this section after all modules have been scored and you are ready to take action. We all share the same goal: to develop healthy children who come to school ready and able to learn. Among the hundreds of individual actions you can take to meet this goal, you’ve already begun the most important one – appraising your school’s strengths and weaknesses. No matter how your school scores on the School Health Index, you now have the information you need to start planning for a healthier school. Taking Action, One Step at a Time After all eight module teams have completed their sections of the School Health Index, it is time to summarize the results, reflect on your school’s strengths, identify and discuss areas that need improvement, and plan for making improvements. This section, Planning for Improvement, contains two forms, the Overall Score Card and the School Health Improvement Plan, that will help you make the best use of the information collected by each module team. The four action steps described in this section can help you plan improvements and implement recommended changes. Step 1: Complete the Overall Score Card Step 2: Complete the School Health Improvement Plan Step 3: Implement recommendations Step 4: Reassess annually and strive for continuous improvement Step 1: Complete the Overall Score Card Use the completed module Score Cards to fill in the Overall Score Card (see page 5 of this section). The completed Overall Score Card will help you determine which of the eight areas covered by the Index are most in need of improvement. A low score for a module indicates that the school is not performing well in an area, whereas a high score indicates that it is performing well. Step 2: Complete the School Health Improvement Plan Bring together the full School Health Index team for its second meeting (see overhead transparencies in Instructions, page 9). At this meeting: PLANNING FOR IMPROVEMENT – Page 1 x Ask each module team to present its self-assessment and the two or three actions they believe should be implemented first. x Decide on several actions that the school can realistically commit to implementing over the course of the year. Having a relatively small number of recommended actions is important, because pushing for too many changes at once can be overwhelming and reduce your chances of success. Module actions not included in the School Health Improvement Plan can be addressed later. x The group may consider different criteria in deciding which actions to implement first. Some very important actions may be too expensive, too labor-intensive, or too complex to address in the short term. Others may be less important, but require fewer resources and thus may be easier to implement. It’s always a good idea to start with some goals that you are confident can be met in the short term; having some early successes will generate enthusiasm for your efforts. Use the collective judgment and knowledge of your team members. Together, the team knows the school and can arrive at the best mix of important and achievable recommendations. x Have the team complete the School Health Improvement Plan form (see a sample completed form on page 9) as follows: x Actions column: Write the agreed-upon actions in order of priority. x Steps column: Write brief descriptions of all the specific steps that need to be taken to implement an action. Examples of action steps include collecting information on the issue, preparing a slide presentation, making presentations at staff and PTA meetings, scheduling a meeting with the school board, and drafting a new school policy. x By Whom and When column: Write the name of the person who will be responsible for planning and implementing the action steps and the targeted completion date. x Decide who will prepare a concise report that summarizes the School Health Improvement Plan, as well as all the recommended actions from all the modules. This report can be presented to the school administrators (or the site decision-making team) for approval and inclusion in the overall School Improvement Plan, and it can guide future school health planning efforts. x Discuss how the team will monitor implementation of the School Health Improvement Plan and when the team will meet again. Step 3: Implement Recommendations When your School Health Improvement Plan has been approved, implement the recommendations and monitor progress. Review the Resources section at the end of the School Health Index to identify materials and organizations that can help you implement your actions. Because many actions will require the adoption of new school policies, a particularly valuable PLANNING FOR IMPROVEMENT – Page 2 resource is Fit, Healthy, and Ready to Learn: A School Health Policy Guide, published by the National Association of State Boards of Education (www.nasbe.org/healthyschools/fithealthy.mgi). Some actions can be handled quickly and easily by one team member, whereas others may require information gathering, fundraising, or a group effort. A full discussion of project management is beyond the scope of this document, but here are some general principles: x Workgroups. Form implementation workgroups so that no single person is overwhelmed with responsibility. x Short-term and long-term goals. Most positive changes will take some time to put in place, but delayed gratification can be frustrating for many volunteers. Having a mix of short-term and long-term goals creates some early accomplishments that will keep the team motivated while it tackles the longer-term goals. x Timeline. Create a timeline of activities, and set monthly or quarterly implementation milestones. x Assistance. Ask for help when you need it. See the School Health Index Resources section for information on national organizations that might be of assistance. Look for help from the school district, the state department of education, and local universities. x Monitoring progress. Ongoing monitoring of activities and strategies is essential for smooth and successful implementation. Special achievements and problems should be recognized and discussed. x Reporting progress. Establish a mechanism for reporting progress so that there is some level of accountability. x Recognition. Recognize your volunteers. Write letters of appreciation and publicize their good work so that the entire community will know about their contributions. x Money. If you need money but it is not available at the school, don’t be shy about visiting local businesses, especially if you need an amount under $1,000. Write a two-page proposal that uses data, such as the data presented in Appendix 1. Step 4: Reassess Annually and Strive for Continuous Improvement Establish an annual School Health Index assessment. An annual assessment will ensure that students’ health remains high on the school agenda. Take the time to measure and recognize the progress and accomplishments of the previous school year. Report annually to the principal, the superintendent, and the school board on progress made during the past year and plans set for the upcoming year. PLANNING FOR IMPROVEMENT – Page 3 This page left intentionally blank PLANNING FOR IMPROVEMENT – Page 4 SCHOOL HEALTH INDEX – ELEMENTARY SCHOOL School Health Index Overall Score Card For each module (row), write an X in the one column where the Module Score falls* Low 0 – 20% 21% – 40% Medium 41% – 60% 61% – 80% High 81% – 100% School Health Policies and Environment – Module 1 Health Education – Module 2 Physical Education and Other Physical Activity Programs – Module 3 Nutrition Services – Module 4 School Health Services – Module 5 School Counseling, Psychological, and Social Services – Module 6 Health Promotion for Staff – Module 7 Family and Community Involvement – Module 8 * Some schools like to write the module scores in each box. PLANNING FOR IMPROVEMENT – Page 5 SCHOOL HEALTH INDEX – ELEMENTARY SCHOOL School Health Improvement Plan Instructions 1. In the first column: list, in priority order, the Actions that the School Health Index team has agreed to implement. 2. In the second column: list the specific Steps that need to be taken to implement each Action. 3. In the third column: list the people who will be responsible for each Step and when the work will be completed. Actions Steps By Whom and When 1. a. ______________________________________ b. ______________________________________ c. ______________________________________ d. ______________________________________ e. ______________________________________ f. ______________________________________ g. ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ Continued on next page PLANNING FOR IMPROVEMENT – Page 6 SCHOOL HEALTH INDEX – ELEMENTARY SCHOOL Actions Steps By Whom and When 2. a. ______________________________________ b. ______________________________________ c. ______________________________________ d. ______________________________________ e. ______________________________________ f. ______________________________________ g. ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ 3. a. ______________________________________ b. ______________________________________ c. ______________________________________ d. ______________________________________ e. ______________________________________ f. ______________________________________ g. ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ PLANNING FOR IMPROVEMENT – Page 7 SCHOOL HEALTH INDEX – ELEMENTARY SCHOOL Actions Steps By Whom and When 4. a. ______________________________________ b. ______________________________________ c. ______________________________________ d. ______________________________________ e. ______________________________________ f. ______________________________________ g. ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ 5. a. ______________________________________ b. ______________________________________ c. ______________________________________ d. ______________________________________ e. ______________________________________ f. ______________________________________ g. ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ PLANNING FOR IMPROVEMENT – Page 8 SCHOOL HEALTH INDEX – ELEMENTARY SCHOOL Sample School Health Improvement Plan Instructions 1. In the first column: list, in priority order, the Actions that the School Health Index team has agreed to implement. 2. In the second column: list the specific Steps that need to be taken to implement each Action. 3. In the third column: list the people who will be responsible for each Step and when the work will be completed. Actions Steps By Whom and When 1. Establish new policy to set nutrition standards for competitive foods. a. Contact other schools and experts to identify model policies. b. Conduct taste tests for healthy alternatives that students like. c. Meet with principal to get support. d. Develop draft policy. e. Get feedback from teachers, parents, students, administrators, and community members. f. Develop slide show about policy to staff, students, parents, and district. g. Schedule and deliver presentations to staff, students, and parents. Sally H. 10/2 Mildred P. 10/23 Sally H. 10/25 Henry T. 11/3 Sally H. 11/15 Mildred P. 11/26 Henry T. 12/2 PLANNING FOR IMPROVEMENT – Page 9 Resources for School Health and Safety Resources for All SHI Modules CDC School Health Guidelines and Strategies* Guidelines for School and Community Programs to Promote Lifelong Physical Activity Among Young People, 1997 Guidelines for School Health Programs to Promote Lifelong Healthy Eating, 1996 Guidelines for School Programs to Prevent Tobacco Use and Addiction, 1994 School Health Guidelines to Prevent Unintentional Injuries and Violence, 2001 Strategies for Addressing Asthma Within a Coordinated School Health Program, 2004 General School Health: Policy & Practice - 6th Edition. American Academy of Pediatrics, Committee on School Health, 2004. http://aap.org/bst/showdetl.cfm??DID=15&Product_ID=3918 *Available from Centers for Disease Control and Prevention, http://www.cdc.gov/healthyyouth/publications/Guidelines.htm Coordinated School Health Programs Fit, Healthy and Ready to Learn: A School Health Policy Guide, Bogden JF, Alexandria, VA: National Association of State Boards of Education, 2000, www.nasbe.org/healthyschools/fithealthy.mgi Health Is Academic: A Guide to Coordinated School Health Programs, Marx E, Wooley SF, Northrop D, editors, New York, NY: Teachers College Press, 1998, www.teacherscollegepress.com How Schools Work and How to Work with Schools, National Association of State Boards of Education, www.nasbe.org/HealthySchools Making the Connection: Health and Student Achievement, Reston, VA: The Association of State and Territorial Health Officials and the Society of State Directors of Health, Physical Education, and Recreation, www.thesociety.org/ Schools and Health, Our Nation’s Investment, Institute of Medicine, Washington, DC: National Academy Press, 1997, www.nap.edu/books/0309054354/html/index.html Step by Step to Comprehensive School Health: The Program Planning Guide, Kane WM, Scotts Valley, CA: Education, Training and Research Associates, 1993, www.etr.org/pub/index.html (Click on “Search and Order”) Step by Step to Health Promoting Schools, Fetro J, Scotts Valley, CA: Education, Training and Research Associates, 1998, www.etr.org/pub/index.html (Click on “Search and Order”) Why Support a Coordinated School Health Program, Council of Chief State School Officers www.ccsso.org/publications/details.cfm?PublicationID=59 Physical Education and Physical Activity A Report to the President: Promoting Better Health for Young People Through Physical Activity and Sports, U.S. Department of Health and Human Services and U.S. Department of Education, 2000, http://www.cdc.gov/HealthyYouth/physicalactivity/promoting_health/index.htm Fitnessgram/Activitygram: Fitness and Activity Assessments for Children and Youth, The Cooper Institute, http://www.cooperinst.org/ftgmain.asp Moving Into the Future: National Standards for Physical Education, 2nd edition, National Association for Sport and Physical Education (NASPE), 2004, www.aahperd.org/naspe Opportunity to Learn Standards for Elementary School Physical Education, National Association for Sport and Physical Education (NASPE), 2000, www.aahperd.org/naspe Physical Activity and Health: A Report of the Surgeon General, U.S. Department of Health and Human Services, 1996, www.cdc.gov/nccdphp/sgr/sgr.htm RESOURCES – Page 1 Physical Activity for Children: A Statement of Guidelines for Children Ages 5-12, 2nd edition, Reston, VA: National Association for Sport and Physical Education, 2004, www.aahperd.org (Click on “Online Store” and then search by title) Physical activity guidelines for adolescents: consensus statement, Sallis JF, Patrick K. Pediatric Exercise Science, 1994, 6(4):302-314 Schools, chapter in Preventing Childhood Obesity: Health in the Balance, Institute of Medicine, Washington, DC: The National Academies Press, 2005 The Surgeon General's Call to Action to Prevent and Decrease Overweight and Obesity, Office of the Surgeon General, U.S. Department of Health and Human Services, 2001, www.surgeongeneral.gov/topics/obesity VERB: It’s What You Do! Centers for Disease Control and Prevention, http://www.cdc.gov/youthcampaign/index.htm Nutrition Changing the Scene– Improving the School Nutrition Environment, U.S. Department of Agriculture, 2000, www.fns.usda.gov/tn/Resources/changing.html Dietary Guidelines for Americans 2005, 6th Ed. US Department of Agriculture and US Department of Health and Human Services, 2005. http://www.health.gov/dietaryguidelines/ Healthy School Meals Resource System. United States Department of Agriculture, http://schoolmeals.nal.usda.gov Making It Happen! School Nutrition Success Stories. Food and Nutrition Service, US Department of Agriculture; and Centers for Disease Control and Prevention, US Department of Health and Human Services, and US Department of Education. FNS-374, 2005 Schools, chapter in Preventing Childhood Obesity: Health in the Balance, Institute of Medicine, Washington, DC: The National Academies Press, 2005 The Surgeon General's Call to Action to Prevent and Decrease Overweight and Obesity, Office of the Surgeon General, U.S Department of Health and Human Services, 2001, www.surgeongeneral.gov/topics/obesity United States Department of Agriculture 'MyPyramid' Food Guidance System, 2005. http://www.mypyramid.gov/ Tobacco CDC, Office on Smoking and Health, www.cdc.gov/tobacco Best Practices for Comprehensive Tobacco Control Programs, Centers for Disease Control and Prevention, 1999, www.cdc.gov/tobacco/bestprac.htm Growing up Tobacco-free: Preventing Nicotine Addiction in Children and Youths, Lynch BS, Bonnie RJ, editors, Committee on Preventing Nicotine Addiction in Children and Youths, Institute of Medicine, Washington DC: National Academy Press, 1994, www.nap.edu/catalog/4757.html Preventing Tobacco Use Among Young People: A Report of the Surgeon General, U.S. Department of Health and Human Services, 1994, http://www.cdc.gov/tobacco/sgr/sgr_1994/ Reducing Tobacco Use: A Report of the Surgeon General, U.S. Department of Health and Human Services, 2000, www.nap.edu/catalog/4757.html Women and Smoking: A Report of the Surgeon General, U.S. Department of Health and Human Services, 2001, www.cdc.gov/tobacco/sgr/sgr_forwomen/index.htm The Health Consequences of Smoking: A Report of the Surgeon General, U.S. Department of Health and Human Services, 2004, www.surgeongeneral.gov/library/smokingconsequences Unintentional Injury and Violence Best Practices of Youth Violence Prevention: A Sourcebook for Community Action, Centers for Disease Control and Prevention, 2000, www.cdc.gov/ncipc/dvp/bestpractices/Introduction.pdf Early Warning: Timely Response — A Guide to Safe Schools, Dwyer K, Osher D, Warger C, U.S. Department of Education, 1998, cecp.air.org/guide/guide.pdf Exemplary & Promising Safe, Disciplined, and Drug-free Schools, U.S. Department of Education, Safe and Drug-free Schools Program, 2001, www.ed.gov/admins/lead/safety/exemplary01/exemplary01.pdf RESOURCES – Page 2 Injuries in the School Environment: A Resource Guide, Children’s Safety Network at Education Development Center, Inc., Newton, MA: Education Development Center, 1997, www.childrenssafetynetwork.org/ (click on “CNS Publications” and then “School Injuries”) Nine critical elements of promising violence prevention programs, Dusenbury L, Falco M, Lake A, Brannigan R, Bosworth K, Journal of School Health, 1997; 67:409–14 Preventing School Injuries: A Comprehensive Guide for School Administrators, Teachers, and Staff, Posner M, New Brunswick: NJ: Rutgers University Press, 2000, rutgerspress.rutgers.edu/ Safe Schools, Safe Students: A Guide to Violence Prevention Strategies, Drug Strategies, Washington, DC: Drug Strategies, 1998, www.drugstrategies.org/pubs.html Safeguarding Our Children: An Action Guide, Dwyer K, Osher D, U.S. Departments of Education and Justice, American Institutes for Research, 2000, cecp.air.org/guide/aifr5_01.pdf Saving Children: A Guide to Injury Prevention, Wilson MH, Baker SP, Teret SP, Shock S, Garbarino J, New York, NY: Oxford University Press, 1991, www.oup-usa.org/index/index.html School Safety and Security Toolkit: A Guide for Parents, Schools, and Communities, National Crime Prevention Council, http://www.ncpc.org/ncpc/ncpc/?pg=5882-2282-2570-12802 Unintentional injuries in childhood, The Future of Children (Whole Issue) vol 10 (1):1-188, 2000, www.futureofchildren.org Violence in American Schools: A New Perspective, Elliot DS, Hamburg BA, Williams KR, New York, NY: Cambridge University Press, 1998, us.cambridge.org/ Violence Prevention: An Important Element of a Health-promoting School, World Health Organization, 1998, http://www.who.int/school_youth_health/media/en/93.pdf Web-based Injury Statistics Query and Reporting System (WISQARS), Centers for Disease Control and Prevention, www.cdc.gov/ncipc/wisqars Youth Violence: A Report of the Surgeon General, U.S. Department of Health and Human Services, 2001, www.surgeongeneral.gov/library/youthviolence/toc.html Asthma Addressing Asthma in Schools. Centers for Disease Control and Prevention, Division of Adolescent and School Health, 2004, www.cdc.gov/healthyyouth/asthma/pdf/asthma.pdf Allies Against Asthma Resource Bank University of Michigan, Allies Against Asthma, www.AsthmaResourceBank.net American Lung Association (click on Asthma & Allergy at top of screen) http://www.lungusa.org/ Asthma Action Card. Asthma and Allergy Foundation of America, http://aafa.org/pdfs/AsthmaActionCardstudent.pdf Asthma: A Growing Epidemic. National Conference of State Legislatures, http://aafa.org/pdfs/AsthmaActionCardstudent.pdf Asthma and Allergy Foundation of America, http://www.aafa.org/ (click on Education on top of screen) Asthma Fact Sheets. Centers for Disease Control and Prevention, National Center for Health Statistics, http://www.cdc.gov/nchs/fastats/asthma.htm Asthma Initiative of Michigan, http://getasthmahelp.com/intro_schools.asp Asthma Management in Educational Settings (AMES). American Lung Association of Washington. 2004, http://www.alaw.org/asthma/ames/index.html Asthma Wellness: Keeping Children with Asthma in School and Learning (Issue of School Governance and Leadership) American Association of School Administrators, 2003, http://www.aasa.org/publications/sgl/Spring_2003.pdf Health in Action: Asthma in the School Community. American School Health Association, 2003, http://www.ashaweb.org/healthinaction.html How Asthma-Friendly Is Your School? National Institutes of Health, National Asthma Education and Prevention Program, http://www.nhlbi.nih.gov/health/public/lung/asthma/friendhi.htm (English & Spanish) Issue Brief on Asthma Management in the School Setting. National Association of School Nurses, 2002, http://nasn.org/briefs/2002briefasthma.htm Managing Asthma in Connecticut Schools: A Resource Manual. Connecticut Department of Public Health, 2002, http://www.dph.state.ct.us/BCH/new_asthma/Asthma_schl_manual_web.pdf RESOURCES – Page 3 Managing Asthma in Minnesota Schools. Minnesota Department of Public Health, 2004, http://www.health.state.mn.us/divs/hpcd/cdee/asthma/schoolmanual.html National Asthma Control Program. Centers for Disease Control and Prevention, National Center for Environmental Health, http://www.cdc.gov/asthma National Asthma Education and Prevention Program. National Heart, Lung, and Blood Institute, National Institutes of Health, http://www.nhlbi.nih.gov/about/naepp/index.htm School Health Policy and Programs Study: Asthma Fact Sheet. Centers for Disease Control and Prevention, Division of Adolescent and School Health, 2004, http://www.cdc.gov/HealthyYouth/shpps/factsheets/pdf/asthma.pdf World Asthma Day, Global Initiative for Asthma (GINA), http://www.ginasthma.com/WADIndex.asp RESOURCES – Page 4 Resources for Module 1: School Policies and Environment Materials/Publications General A healthy school environment, Henderson A, Rowe DE, chapter in Health Is Academic: A Guide to Coordinated School Health Programs, Marx E, Wooley SF, Northrop D, editors, New York, NY: Teachers College Press 1998, www.teacherscollegepress.com Determining the Effectiveness of Youth Programs, Flaxman E, Orr M, U.S. Department of Education, 1996, ERIC/CUE Digest No.118, http://www.ed.gov/about/pubs/intro/index.html?src=gu Fit, Healthy and Ready to Learn: A School Health Policy Guide, Bogden JF, Alexandria, VA: National Association of State Boards of Education, 2000, download sample policies from www.nasbe.org/healthyschools/fithealthy.mgi Generation Fit Action Packet, American Cancer Society, 1999, www.cancer.org/docroot/PED/content/PED_1_5X_Generation_Fit.asp Health, Mental Health, and Safety Guidelines for Schools. American Academy of Pediatrics & National Association of School Nurses, 2004, www.aap.org/bst/showdetl.cfm?&DID=15&Product_ID=4068 Health Policy Coach, California Center for Health Improvement, 2002, www.healthpolicycoach.org Improving Academic Performance by Meeting Student Health Needs, National Governors’ Association, 2000, www.nga.org/cda/files/001013PERFORMANCE.pdf Improving School Health: A Guide to School Health Councils, Atlanta, GA: American Cancer Society, 1999, www.schoolhealth.info (Click on “Advisory Councils”) Promoting Healthy Youth, Schools, and Communities: A Guide to Community-School Health Advisory Councils, Iowa Department of Public Health, 2000, www.idph.state.ia.us/common/pdf/family_health/Covers.pdf School Health: Policy and Practice, 5th edition, Elk Grove Village, IL: American Academy of Pediatrics/Committee on School Health, 1993, http://www.aap.org/bookstorepubs.html School Health Resource Database, National School Boards Association, www.nsba.org/site/page_schoolhealth_search.asp?TRACKID=&CID=1116&DID=12022# State Level School Health Policies, National Association of State Boards of Education, 2003, www.nasbe.org/HealthySchools/States/State_Policy.html Physical Education and Physical Activity Elementary School Recess: Selected Readings, Games, and Activities for Teachers and Parents, Clements R, Boston, MA: American Press, 2000, www.ipausa.org/elemrecessbook.htm Guidelines for Facilities, Equipment and Instructional Materials in Elementary Education, National Association for Sport and Physical Education, 2001, www.aahperd.org/naspe/pdf_files/pos_papers/instructional_mat.pdf Facilities Planning for Health, Fitness, Physical Activity, Recreation, and Sports: Concepts and Application, Sawyer TH, Reston, VA: American Association for Active Lifestyles and Fitness, 2002, www.aahperd.org/ (Click on "Online Store") Kids Walk to School: A Guide to Promote Walking to School, Centers for Disease Control and Prevention, 2000, www.cdc.gov/nccdphp/dnpa/kidswalk/index.htm Opportunity to Learn Standards for Elementary Physical Education, Reston, VA: National Association for Sport and Physical Education, 2000, www.aahperd.org/ (Click on "Online Store") Physical Education Program Improvement and Self Study Guide for High School, Reston, VA: National Association for Sport and Physical Education, 1998, www.aahperd.org/ (Click on "Online Store") Physical Education Program Improvement and Self Study Guide for Middle School, Reston, VA: National Association for Sport and Physical Education, 1998, www.aahperd.org/ (Click on "Online Store") Playing the Policy Game: Preparing Teen Leaders to Take Action on Healthy Eating and Physical Activity, Sacramento, CA: California Project LEAN, 1999, www.californiaprojectlean.org/ Recess in Elementary Schools, National Association for Sport and Physical Education, 2001, www.aahperd.org/NASPE/pdf_files/pos_papers/current_res.pdf RESOURCES – Page 5 State Legislation Information, Centers for Disease Control and Prevention, Division of Nutrition and Physical Activity, 2003, apps.nccd.cdc.gov/DNPALeg/ The Case for Elementary School Recess, American Association for Child’s Right to Play, www.ipausa.org/recesshandbook.htm Nutrition Accommodating Children with Special Dietary Needs in the School Nutrition Program: Guidance for School Food Service Staff, U.S. Department of Agriculture/Food and Nutrition Service, 2001, www.fns.usda.gov/cnd/guidance Changing the SceneImproving the School Nutrition Environment, U.S. Department of Agriculture, 2000, www.fns.usda.gov/tn/Resources/changing.html Consensus Panel Recommendations for Competitive Food Standards, Davis, CA: California Center for Public Health Advocacy, 1999, www.publichealthadvocacy.org/resources/resources.html Creative Financing and Fun Fundraising, California Project LEAN, appendix in Healthy Food Policy Guide, Sacramento, CA: State of California Department of Health Services and California School Boards Association, 2003, www.publichealthadvocacy.org/resources/Fundraising.pdf Healthy Eating Helps You Make the Grade, U.S. Department of Agriculture/Team Nutrition, 1999, www.fns.usda.gov/tn/Resources/makethegrade.pdf How to Start a Nutrition Advisory Council in Your School, American School Food Service Association, 2001, www.asfsa.org/morethanschoolmeals/nac/whatis.asp Improving School Health: A Guide to School Health Councils, American Cancer Society www.schoolhealth.info (Click on “Advisory Councils”) Nutrition services: an essential component of comprehensive school health programs, Joint position of American Dietetic Association, Society of Nutrition Education, and American School Food Service Association, Journal of the American Dietetic Association (103):505-14, 2003, www2.adajournal.org Playing the Policy Game: Preparing Teen Leaders to Take Action on Healthy Eating and Physical Activity, Sacramento, CA: California Project LEAN, 1999, www.californiaprojectlean.org/ Reverse the Trends: Create a Healthy School Nutrition Environment for Studens,, Manning AD, Shockey W, Little Rock, AR: Arkansas Department of Education, 2000, www.nfsmi.org/Information/bib/tnstate.htm School Foods Tool Kit, Center for Science in the Public Interest, 2003, www.cspinet.org/schoolfood State Legislation Information, Centers for Disease Control and Prevention, Division of Nutrition and Physical Activity, 2003, www.apps.nccd.cdc.gov/DNPALeg/ State Policy Index, American School Food Service Association, 2003, http://www.schoolnutrition.org Strategies for Success II: Enhancing Academic Performance and Health Through Nutrition Education, California Department of Education/Nutrition Education and Training Program, 2001, www.cde.ca.gov/nsd/nets/Strateg2.pdf Team Nutrition Local Wellness Policy. United States Department of Agriculture. http://www.fns.usda.gov/tn/Healthy/wellnesspolicy.html The School Environment: Helping Students Learn to Eat Healthy, U.S. Department of Agriculture/Team Nutrition, 2000, www.fns.usda.gov/tn/Resources/sebrochure2.pdf Wellness Policy Tool. Action for Healthy Kids. http://www.actionforhealthykids.org/resources_wp.php Tobacco Educational Materials for Parents, Educators, and Youth Group Leaders, Centers for Disease Control and Prevention, 2002, www.cdc.gov/tobacco/edumat.htm Making Your Workplace Smokefree–A Decision-maker’s Guide, Centers for Disease Control and Prevention, www.cdc.gov/tobacco/research_data/environmental/etsguide.htm School Tobacco Policies Toolkit, Oregon Department of Human Services, 2002, http://oregon.gov/DHS/ph/tobacco/tools.shtml/toolkit.pdf Taking Action Against Secondhand Smoke, Centers for Disease Control and Prevention, 2004, www.cdc.gov/tobacco/ETS_Toolkit/index.htm School Tobacco-free Policy, Centers for Disease Control and Prevention, www.cdc.gov/healthyyouth School Tobacco Policies, North Carolina Department of Health and Human Services, www.stepupnc.com/know/schoolpolicies.htm RESOURCES – Page 6 Creating and Maintaining a Tobacco-free School Policy, Partnership for a Tobacco-free Maine, www.tobaccofreemaine.org/PDF/PTMSchoolPolicy.pdf 24/7Policy Guidelines for Tobacco-free Environments, Oklahoma State Department of Health, www.health.state.ok.us\program\tobac\TobaccoFreeEnvironment21.pdf Unintentional Injury and Violence Crime Prevention Through Environmental Design and Community Policing, Fleissner D, Heinzelmann F, U.S. Department of Justice, 1996, publication no. (NCJ) 157308, www.ncjrs.org/pdffiles/crimepre.pdf Crisis Communications Guide and Toolkit, National Education Association, 2000, www.nea.org/crisis/ Demonstrating Your Program’s Worth: A Primer on Evaluation for Programs to Prevent Unintentional Injury, Thompson NJ, McClintock HO, CDC, National Center for Injury Prevention and Control, 2000, www.cdc.gov/ncipc/pub-res/demonstr.htm#PDF Growing Absolutely Fantastic Youth: A Guide to Best Practices in Healthy Youth Development, Rinehart PM, Kahn JA, Minneapolis, MN: Konopka Institute for Best Practices in Adolescent Health, 2000, allaboutkids.umn.edu/kdwbvfc/fr_pub.htm Handbook for Public Playground Safety, U.S. Consumer Product Safety Commission, publication no. (CPSC) 325, 1997, www.cpsc.gov/cpscpub/pubs/325.pdf Injury-control recommendations: bicycle helmets, Centers for Disease Control and Prevention, MMWR;(44) (No.RR-1), 1995, www.cdc.gov/mmwr/PDF/RR/RR4401.pdf Physical Environment and Crime: A Final Summary Report Presented to the National Institute of Justice, Taylor RB, Harrell AV, Washington DC: US Department of Justice, 1996, publication no. (NCJ) 157311, www.ncjrs.org/txtfiles/physenv.txt Preparing for Crises in the Schools: A Manual for Building School Crisis Response Teams, Brock SE, Sandoval J, Lewis S, 2nd edition, Indianapolis, IN: Wiley Publishing, 2001, www.wiley.com/WileyCDA/ Principles of Safety in Physical Education and Sport, Dougherty N, editor, Reston, VA: National Association for Sport and Physical Education, 2002, www.aahperd.org/ (Click on "Online Store") Promoting Safe Work for Young Workers: A Community-based Approach, Cincinnati, OH: CDC, National Institute for Occupational Safety and Health, 1999, DHHS publication no. (NIOSH) 99-141, www.cdc.gov/niosh/99-141.html Proper Use of Child Safety Restraint Systems in School Buses, National Highway Traffic Safety Administration, U.S. Department of Transportation, www.nhtsa.dot.gov/people/injury/buses/busseatbelt/index.html Protecting Working Teens: A Public Health Resource Guide, Children’s Safety Network at Education Development Center, Inc., Massachusetts Occupational Health Surveillance Program, 1995, http://www.mass.gov/dph/bhsre/ohsp/teens/pw.htm Safe, Drug-free, and Effective Schools for All Students: What Works! Quinn MM, Osher D, Hoffman C, Hanley TB, Washington DC: Center for Effective Collaboration and Practice, American Institutes for Research, 1998, http://cecp.air.org/resources/resource.asp Safe School Initiative: The Final Report and Findings of the Safe School Initiative, Center for Effective Collaboration and Practice, American Institutes for Research, U.S. Secret Service National Threat Assessment Center, U.S. Department of Education, National Institution of Justice, 2002, www.securitymanagement.com/library/School_finalreport0602.pdf Safe Schools Manual: A Resource on Making Schools, Communities, and Families Safe for Children, National Education Association, 1996, www.nea.org/schoolsafety/images/ssmanual.pdf School Bus Safety: Safe Passage for America’s Children, National Highway Traffic Safety Administration, U.S. Department of Transportation, 1998, publication no. (DOT) 808-755, http://www.nhtsa.dot.gov/people/injury/buses The Expanding Role of Crime Prevention Through Environmental Design in Premises Liability, Gordon CL, Brill W, U.S. Department of Justice, 1996, publication no. (NCJ) 157309, http://www.ncjrs.org/pdffiles/cptedlia.pdf Uniform Guidelines for State Highway Safety Programs: Guideline No. 17—Pupil Transportation Safety, National Highway Traffic Safety Administration, U.S. Department of Transportation, www.nhtsa.dot.gov/nhtsa/whatsup/tea21/tea21programs/402Guide.html#g17 RESOURCES – Page 7 Asthma Asthma and the Environment: A Strategy to Protect Children. President’s Task Force on Environmental Health Risks and Safety Risks to Children, Department of Health and Human Services, 1998, http://aspe.hhs.gov/sp/asthma/appxd.pdf Asthma Fact Sheet. School Health Polices and Programs Survey. Centers for Disease Control and Prevention, Division of Adolescent and School Health, 2004, http://www.cdc.gov/HealthyYouth/shpps/factsheets/pdf/asthma.pdf Asthma in Schools 101. National School Boards Association, 2002, http://www.nsba.org/site/doc_schoolhealth_abstract.asp?TrackID=&SID=1&DID=31300&CID=1116& VID=53 Asthma Web Resources (including links to policy briefs on asthma, analyses of state legislation, and a searchable database of state legislation and statutes). National Conference of State Legislatures, http://www.ncsl.org/programs/environ/envHealth/asthmamain.htm Clearing the Air: Asthma and Indoor Air Exposure. National Library of Medicine, 2000, http://www.nap.edu/books/0309064961/html Family Educational Rights and Privacy Act (FERPA) regulations. U.S. Department of Education, www.ed.gov/policy/gen/reg/ferpa Fit, Healthy, and Ready to Learn: A School Health Policy Guide. Part III: Policies Related to Asthma, School Health Services, and Healthy Environments. National Association of State Boards of Education, 2005, http://www.nasbe.org/HealthySchools/Sample_Policies/Asthma_program.html Healthy School Environments. Environmental Protection Agency, http://cfpub.epa.gov/schools/index.cfm IAQ Design Tools for Schools. Environmental Protection Agency, http://www.epa.gov/iaq/schooldesign Indoor Air Quality (IAQ) Tools for Schools. Environmental Protection Agency, http://www.epa.gov/iaq/schools/toolkit.html Integrated pest management for schools and childcare facilities. Purdue University, Department of Entomology, IPM Technical Resource Center, www.entm.purdue.edu/entomology/outreach/schoolipm Issue Brief: Summary & Analysis of State Policies on Asthma Education, Medications, and Triggers. National Association of State Boards of Education, 2005, http://nasbe.org/HealthySchools/States/Asthma%20brief.pdf Managing Asthma Triggers. National Association of School Nurses, http://nasn.org/_vti_bin/shtml.dll/search.htm Mold and Remediation in School and Commercial Buildings. Environmental Protection Agency, 2001, http://www.epa.gov/iaq/molds/images/moldremediation.pdf Questions School Leaders Frequently Ask About Asthma. American Association of School Administrators, 2004, http://www.aasa.org/issues_and_insights/healthy/asthma_SGL_FAQ.htm Pest Control and the School Environment: Adopting Integrated Pest Management. Environmental Protection Agency, 1993, http://www.epa.gov/pesticides/ipm/brochure Resolution on Asthma Management at School. National Institutes of Health, National Asthma Education and Prevention Program, http://www.nhlbi.nih.gov/health/public/lung/asthma/resolut.htm School Indoor Air Quality Best Management Practices Manual. Washington Department of Health, 2003, http://www.doh.wa.gov/ehp/ts/IAQ/schooliaqbmp.pdf School IPM: Integrated Pest Management in Schools. University of Florida, http://schoolipm.ifas.ufl.edu School Staff In-Service Video. State of Missouri Department of Health and Senior Services. 2005. http://www.health.state.mo.us/asthma/Publications.html State-Level School Health Policies. National Association of State Boards of Education, http://www.nasbe.org/HealthySchools/States/State_Policy.asp What You Should Know About Diesel Exhaust and School Bus Idling. Environmental Protection Agency, 2002, http://www.epa.gov/region01/eco/diesel/assets/pdfs/Diesel_Factsheet_Schoolbus.pdf RESOURCES – Page 8 Resources for Module 2: Health Education Materials/Publications General A Competency-based Framework for Professional Development of Certified Health Education Specialists, New York: National Commission for Health Education Credentialing, 1996, www.nchec.org Assessing Health Literacy: A Guide to Portfolios, Council of Chief State School Officers-State Collaborative on Assessment and Student Standards (SCASS) Health Education Project, Santa Cruz, CA: ToucanEd Publications, 1999, www.toucaned.com/inside/products.html Assessing Health Literacy: Assessment Framework, Council of Chief State School Officers-State Collaborative on Assessment and Student Standards (SCASS) Health Education Project, Santa Cruz, CA: ToucanEd Publications, 1998, www.toucaned.com/inside/products.html Community Agency and School Collaboration to Enhance Health Education: Putting Together the Pieces, Brothen K, Anderson BJ, 1997, Minnesota Department of Children, Families and Learning, education.state.mn.us/stellent/groups/public/documents/translatedcontent/pub_mde_home.jsp Cultural Awareness and Sensitivity: Guidelines for Health Educators, Reston, VA: American Association for Health Education, 1994, www.aahperd.org (Click on "Online Store") Educating for Health: A Guide to Implementing a Comprehensive Approach to School Health Education, Marx E, Northrop D, editors, New York, NY: Education Development Center Inc., 1995, www.edc.org (Click on “Publications,” then on “Promoting Health”) Manual on Responsibilities and Competencies of Teachers of Young Adolescents for Promoting Healthy Development, Reston, VA: American Association for Health Education, 1998, www.aahperd.org (Click on "Online Store") National Health Education Standards: Achieving Health Literacy, American Association for Health Education, American Cancer Society, American School Health Association, Atlanta, GA: American Cancer Society, 1995,www.aahperd.org (Click on "Online Store") Personal and Social Skills (3 volumes), Fetro JV, Scotts Valley, CA: Education, Training and Research Associates, 1999, www.etr.org Step by Step to Peer Health Education Programs: A Planning Guide, Goldsmith M, Reynolds ST, Scotts Valley, CA: Education, Training and Research Associates 1996, www.etr.org/ (Click on “Search and Order”) Nutrition JumpSTART Program. National Heart, Lung, and Blood Institute. www.nhlbi.nih.gov/health/prof/heart/other/jumpstrt.htm/ Nutrition Literacy Toolkit, Colorado Department of Education, 2000, www.cde.state.co.us/cdenutritran/nutritoolkit.htm Resources for Teachers, U.S. Department of Agriculture/Team Nutrition, www.fns.usda.gov/tn/Educators/index.htm Strategies for Success II: Enhancing Academic Performance and Health Through Nutrition Education, California Department of Education/Nutrition Education and Training Program, 2001, http://www.cde.ca.gov/ls/nu/he/documents/strategy2.pdf Team Nutrition Days and Beyond: How-to Kit, U.S. Department of Agriculture/Team Nutrition, 1997, www.fns.usda.gov/tn/Resources/howtokit.html Team Nutrition School Activity Planner: A How-to Guide for Team Nutrition Schools and Supporters, U.S. Department of Agriculture/Team Nutrition, 1997, www.fns.usda.gov/tn/Resources/activityplanner.pdf The Power of Choice. Helping Youth Make Healthy Eating and Fitness Decisions: A leaders guide. US Department of Agriculture and US Department of Health and Human Services, 2003 Tobacco Exemplary & Promising Safe, Disciplined, and Drug-free Schools, U.S. Department of Education, Safe and Drug-free Schools Program, 2001, www.ed.gov/admins/lead/safety/exemplary01/exemplary01.pdf Making the Grade: A Guide to School Drug Prevention Programs, Washington DC: Drug Strategies, 2000, www.drugstrategies.com/pubs.html RESOURCES – Page 9 SAMHSA Model Programs: Effective Substance Abuse and Mental Health Programs for Every Community, Substance Abuse and Mental Health Services Administration, 2003, http://www.modelprograms.samhsa.gov/template_cf.cfm?page=pubs_cate Research-tested Intervention Programs, National Cancer Institute, http://cancercontrol.cancer.gov/rtips/index.asp Preventing Drug Use Among Children and Adolescents: A Research Based Guide, National Institute on Drug Abuse, National Institutes of Health, www.nida.nih.gov/Prevention/Prevopen.html Unintentional Injury and Violence Basic Emergency Lifesaving Skills (BELS): A Framework for Teaching Emergency Lifesaving Skills to Children and Adolescents, Health Resources and Services Administration, Newton, MA: Children’s Safety Network,Education Development Center, Inc., 1999, www.childrenssafetynetwork.org Blueprints for Violence Prevention, Elliot DS, Center for the Study and Prevention of Violence, Institute of Behavioral Sciences, University of Colorado at Boulder, 1998, www.colorado.edu/cspv/blueprints Children and Agriculture: Opportunities for Safety and Health, National Committee for Childhood Agricultural Injury Prevention, Marshfield, WI: Marshfield Clinic, 1996, www.cdc.gov/niosh/childag/ChildAghome.html Drawing the Line: A Guide to Developing Effective Sexual Assault Prevention Programs for Middle School Students, American College of Obstetricians and Gynecologists, 2000, www.acog.org/from_home/publications/drawingtheline Safe Work/Safe Workers: A Guide for Teaching High School Students About Occupational Safety and Health. Occupational Health Surveillance Program, Massachusetts Department of Public Health, Children’s Safety Network at Education Development Center, Inc., 2001, http://www.mass.gov/dph/bhsre/ohsp/teens/sw.htm Systematic Reviews of Childhood Injury Prevention Interventions, Harborview Medical Center Injury Prevention and Research Center, University of Washington, 2000, http://depts.washington.edu/hiprc/practices What Works in Preventing Unintentional Injuries in Children and Young Adolescents? An Updated Systematic Review, Towner E, Dowswell T, Mackereth C, Jarvis S, Health Development Agency, 2001, www.hda-online.org.uk/downloads/pdfs/prevent_injuries.pdf Asthma Asthma Awareness Curriculum for the Elementary Classroom. National Institutes of Health, National Asthma Education and Prevention Program, 1993, www.nhlbi.nih.gov/health/prof/lung/asthma/school/index.htm Breath of Life Exhibit. National Library of Medicine, http://www.nlm.nih.gov/hmd/breath/breathhome.html Implementation Guide, Quest for the Code: An Adventure Game about Managing Asthma for Children. STARBRIGHT Foundation, 2003, http://www.starbright.org/schoolasthma Meet Disease Detective, Dr. Asthma. Centers for Disease Control and Prevention, http://www.bam.gov/detectives/meet_redd.htm National Asthma Educator Certification Board, http://www.naecb.org Open Airways for Schools, an Education Program for Students with Asthma. American Lung Association, 2003, http://www.lungusa.org/site/pp.asp?c=dvLUK9O0E&b=44142 Roaring Adventures of Puff: Childhood Asthma Education Program. Alberta Asthma Centre, 2000, http://www.stjosham.on.ca/sjhh/pdf/RAP.pdf Tobacco Information and Prevention Source: Education Materials. Centers for Disease Control and Prevention, Office on Smoking and Health, http://www.cdc.gov/tobacco/edumat.htm Tips 4 Youth. Centers for Disease Control and Prevention, Office on Smoking and Health. http://www.cdc.gov/tobacco/tips4youth.htm RESOURCES – Page 10 Resources for Module 3: Physical Education Materials/Publications Physical Education and Physical Activity The first 14 materials listed below are available from the National Association for Sport and Physical Education (NASPE), www.aahperd.org/ (Click on "Online Store"). Appropriate Practices for Elementary School Physical Education, Reston, VA: NASPE, 2000 Appropriate Practices for High School Physical Education, Reston, VA: NASPE, 2004 Appropriate Practices for Middle School Physical Education, Reston, VA: NASPE, 2001 Concepts and Principles of Physical Education: What Every Student Needs to Know, Mohnsen B, editor, Reston, VA: NASPE, 2003 Guidelines for After School Physical Activity and Intramural Sport Programs (position paper), Reston, VA: NASPE, 2002, www.aahperd.org/naspe/pdf_files/pos_papers/intramural_guidelines.pdf Including Students with Disabilities in Regular Physical Education, Block ME, Garcia C, editors, Reston, VA: NASPE, 1995 Moving into the Future: National Standards for Physical Education, 2nd edition, Reston, VA: NASPE, 2004 National Standards for Beginning Physical Education Teachers, 2nd edition, Reston, VA: NASPE, 2003 Opportunity to Learn Standards for Elementary Physical Education, Reston, VA: NASPE, 2000 Physical Education Program Improvement and Self-study Guide for High School, Reston, VA: NASPE, 1998 Physical Education Program Improvement and Self-study Guide for Middle School, 1 Reston, VA: NASPE, 998 Principles of Safety in Physical Education and Sport, Dougherty N, editor, Reston, VA: NASPE, 2002 Quality Coaches, Quality Sports: National Standards for Athletic Coaches, Reston, VA: NASPE, 1995 Substitution for Instructional Physical Education Programs (position paper), Reston, VA: NASPE, 1999, www.aahperd.org/naspe/pdf_files/pos_papers/substitution.pdf A Teacher’s Guide to Including Students with Disabilities in Regular Physical Education, Block ME, Baltimore, MD: Paul H. Brookes Publishing Company, 2000, www.brookespublishing.com/ Action Planning Guide for State Teams, Action for Healthy Kids, 2002, http://actionforhealthykids.org/site_map.php Active Youth: Ideas for Implementing CDC Physical Activity Promotion Guidelines, Samman P, Champaign, IL: Human Kinetics Publishers, 1998, www.humankinetics.com (Click on “Books” and then “Product Search” by title) Adapted Physical Education National Standards, National Consortium for Physical Education and Recreation for Individuals with Disabilities, Champaign, Illinois: Human Kinetics Publishers, 1995, www.humankinetics.com (Click on “Books” and then “Product Search” by title) Asthma and Physical Activity in the School, National Asthma Education and Prevention Program, Bethesda, MY: National Institutes of Health, National Heart, Lung, and Blood Institute, National Asthma Education and Prevention Program, 1993, www.nhlbi.nih.gov/health/public/lung/asthma/phy_asth.htm Facilities Planning for Health, Fitness, Physical Activity, Recreation, and Sports, Sawyer TH, Reston, VA: American Association for Active Lifestyles and Fitness, 2002, www.aahperd.org/ (Click on "Online Store") Nutrition, Physical Activity and Achievement Fact Sheet, Action for Healthy Kids, 2002, http://actionforhealthykids.org/filelib/facts_and_findings/fs_npaa.pdf Physical education, Seefeldt VD, chapter in Health Is Academic: A Guide to Coordinated School Health Programs, Marx E, Wooley SF, Northrop D, editors, New York, NY: Teachers College Press, 1998, www.teacherscollegepress.com Resource Database, Action for Healthy Kids, 2003, http://actionforhealthykids.org/site_map.php Title IX Tool Box, Carpenter L, Acosta V, editors, volume I: 1991 and volume II: 1997, Reston, VA: National Association for Girls and Women in Sports, www.aahperd.org/ (Click on "Online Store") What’s Working Database, Action for Healthy Kids, 2003, http://actionforhealthykids.org/site_map.php RESOURCES – Page 11 Unintentional Injury and Violence Guidelines for Entrapment Hazards: Making Pools and Spas Safer, U.S. Consumer Product Safety Commission, 1998, publication no. (CPSC) 363, www.cpsc.gov/cpscpub/pubs/363.pdf Guidelines for Movable Soccer Goal Safety, U.S. Consumer Product Safety Commission, 1995, publication no. (CPSC) 326, www.cpsc.gov/cpscpub/pubs/soccer.pdf Guidelines for Retrofitting Bleachers, Product Safety Commission, 1995, publication no. (CPSC) 326, U.S. Consumer Product Safety Commission, 2000, publication no. (CPSC) 330, www.cpsc.gov/cpscpub/pubs/330.pdf National Strategies for Advancing Child Pedestrian Safety. CDC National Center for Injury Prevention and Control, 2001, http://www.cdc.gov/ncipc/pedestrian/default.htm Preparticipation Physical Examinations, American College of Sports Medicine, 1999, http://www.acsm.org/health%2Bfitness/pdf/currentcomments/PREPART.pdf Trampolines at home, school, recreational centers (RE9844), American Academy of Pediatrics Committee on Injury and Poison Prevention and Committee on Sports Medicine and Fitness, Pediatrics, 103:1053–6, 1999, www.aap.org/policy/re9844.html Asthma Asthma and Physical Activity in the School. National Institutes of Health, National Asthma Education and Prevention Program, 1995, http://www.nhlbi.nih.gov/health/public/lung/asthma/phy_asth.htm Breathing Difficulties Related to Physical Activity for Students With Asthma: Exercise-Induced Asthma. National Institutes of Health, National Asthma Education and Prevention Program, 2005, http://www.nhlbi.nih.gov/health/prof/lung/asthma/exer_induced.htm Fit 4 Life: Meeting the Challenge. Centers for Disease Control and Prevention, http://www.bam.gov/fit4life/dont.htm RESOURCES – Page 12 Resources for Module 4: Nutrition Services Materials/Publications A Tool Kit for Healthy School Meals, Recipes and Training Materials, U.S. Department of Agriculture/Team Nutrition, 1997, National Food Service Management Institute, http://schoolmeals.nal.usda.gov/Recipes/index.html Accommodating Children with Special Dietary Needs in the School Nutrition Programs: Guidance for School Food Service Staff, U.S. Department of Agriculture/Food and Nutrition Service, 1995, www.fns.usda.gov/cnd/Guidance/special_dietary_needs.pdf Action Planning Guide for State Teams, Action for Healthy Kids, 2002, http://actionforhealthykids.org/sie_map.php Barriers to Good Nutrition Environment in Middle Grades, Insight no. 17, 2001, www.nfsmi.org/Information/Newsletters/insight17.pdf CARE: Special Nutrition for Kids, Alabama Department of Education/revised by U.S. Department of Agriculture, National Food Service Management Institute, 1999, www.nal.usda.gov/fnic/service/foodsn1.htm Competitive Foods and Foods of Minimal Nutritional Value, Wisconsin Department of Public Instruction, 2001, www.dpi.state.wi.us/dpi/dfm/fns/pdf/competve.pdf Consensus Panel Recommendations for Competitive Food Standards, California Center for Public Health Advocacy, 1999, http://www.publichealthadvocacy.org/school_food_standards/school_food_stan_pdfs/ Nutrition%20Standards%20Report%20-%20Final.pdf Food Research Action Center. http://www.frac.org/html/federal_food_programs/cnreauthor/cnrc.htm Fruits and Vegetables Galore. United States Department of Agriculture. www.fns.usda.gov/tn/Resources/fv_galore.html Healthy Eating Helps You Make the Grade!, U.S. Department of Agriculture/Team Nutrition, 1999, www.fns.usda.gov/tn/Resources/healthyeating.html Healthy Fundraising, California Project LEAN, www.publichealthadvocacy.org/resources/Fundraising.pdf Healthy Vending Guidelines, San Antonio Bexar County Community Health Collaborative, 2002, www.healthcollaborative.net/assets/pdf/vendingcriteria.pdf Increasing Participation by High School Students in the School Lunch Program. Insight No. 11, National Food Service Management Institute. http://www.nfsmi.org/Information/Newsletters/insight11.pdf Keys to Excellence in School Food and Nutrition Programs, School Nutrition Association, 2003, aasfa.org/keys/ Making it Happen: Healthy Eating at School. British Columbia Ministry of Health. http://www.knowledgenetwork.ca/makingithappen/index.html Nutrition, Physical Activity and Achievement Fact Sheet, Action for Healthy Kids, 2002, http://actionforhealthykids.org/filelib/facts_and_findings/fs_npaa.pdf Portion Sizes and School-Age Children: Trends, Effects, Solutions. http://www.fns.usda.gov/tn/Healthy/Portions_Kit/index.html Promote Healthy Eating. National Food Service Management Institute, 2002. http://www.nfsmi.org/Education/Satellite/ss27/partic.pdf Resource Database, Action for Healthy Kids, 2003, http://actionforhealthykids.org/site_map.php School Breakfast Programs: Energizing the Classroom, Minnesota Department of Children, Families and Learning, 1998, cfl.state.mn.us/energize.pdf School Foods Tool Kit, Center for Science in the Public Interest, 2003, http://cspinet.org/schoolfood School nutrition services, Caldwell D, Nestle M, Rogers W, chapter in Health Is Academic: A Guide to Coordinated School Health Programs, Marx E, Wooley SF, Northrop D, editors, New York, NY: Teachers College Press, 1998, www.teacherscollegepress.com Square meals: Nourishing Children's Bodies and Minds. Texas Department of Agriculture, http://www.squaremeals.org/fn/home/page/0,1248,2348_2349_0_0,00.html Strategies for Success II: Enhancing Academic Performance and Health Through Nutrition Education, California Department of Education/Nutrition Education and Training Program, 2001, http://www.cde.ca.gov/ls/nu/he/documents/strategy2.pdf Taking the Fizz out of Soda Contracts: A Guide to Community Action, California Project Lean, 2002, RESOURCES – Page 13 www.californiaprojectlean.org/consumer/takingfiz.html Team Nutrition Days and Beyond: How-to Kit, U.S. Department of Agriculture/Team Nutrition 1997, www.fns.usda.gov/tn/Resources/howtokit.html Team Nutrition School Activity Planner: A How-to Guide for Team Nutrition Schools and Supporters, U.S. Department of Agriculture/Team Nutrition, 1997, www.fns.usda.gov/tn/Resources/activityplanner.html The School Environment: Helping Students Learn to Eat Healthy, U.S. Department of Agriculture, 2000, www.fns.usda.gov/tn/Resources/helpingstudents.html Training Guidelines for Healthy School Meals, U.S. Department of Agriculture/Team Nutrition, 1996, http://schoolmeals.nal.usda.gov/Training/indexexample1.html Trimming the Fat: A Step by Step Guide For Implementing USDA's Food-based Menu System, 1997, American School Food Service Association Emporium, http://www.schoolnutrition.org What’s Working Database, Action for Healthy Kids, 2003, http://actionforhealthykids.org/site_map.php RESOURCES – Page 14 Resources for Module 5: School Health Services Materials/Publications General Childhood Obesity, American Obesity Association, http://www.obesity.org/subs/childhood/ Guidelines for Adolescent Preventive Services: Recommendations Monograph, American Medical Associations, 1997, www.ama-assn.org/ama/pub/category/1980.html Guidelines for Adolescent Preventive Services: Questionnaires, American Medical Associations, 1997, http://www.ama-assn.org/ama/pub/category/1980.html Guidelines for Protecting Confidential Student Health Information, National Task Force on Confidential Student Health Information, Kent, OH: American School Health Association, 2000, www.ashaweb.org/ (item #MSN09) Helping the Student with Diabetes Succeed: A Guide for School Personnel. National Institutes of Health and Centers for Disease Control and Prevention, 2003, http://www.ndep.nih.gov/diabetes/pubs/Youth_SchoolGuide.pdf Managing the School-age Child with a Chronic Health Condition, Kent, OH: American School Health Association, 1998, www.ashaweb.org School Health Leadership Training: Train the Trainers, American Academy of Pediatrics, 1997, http://www.aap.org/bookstorepubs.html School Health: Policy and Practice, 5th edition, Elk Grove Village, IL: American Academy of Pediatrics/Committee on School Health, 1993, http://www.aap.org/bookstorepubs.html School health services, Duncan P, Igoe JB, chapter in Health Is Academic: A Guide to Coordinated School Health Programs, Marx E, Wooley SF, Northrop D, editors, New York, NY: Teachers College Press, 1998, www.teacherscollegepress.com/ Scope and Standards of Professional School Nursing Practice, National Association of School Nurses and American Nurses Association, Castle Rock, CO: National Association of School Nurses, 2001, http://www.nasn.org/statements/aap.pdf Students with Chronic Illnesses: Guidance for Families, Schools, and Students. National Heart, Lung, and Blood Institute. http://www.nhlbi.nih.gov/health/public/lung/asthma/guidfam.htm Physical Education and Physical Activity Bright Futures in Practice: Physical Activity, National Center for Education in Maternal and Child Health, 2001, www.brightfutures.org/physicalactivity/ Nutrition Bright Futures in Practice: Nutrition, National Center for Education in Maternal and Child Health, 2000, www.brightfutures.org/nutrition/index.html Eating Disorders: Facts About Eating Disorders and the Search for Solutions, National Institute of Mental Health, 2001, http://www.nimh.nih.gov/publicat/eatingdisorders.cfm Helping Your Overweight Child, National Institute of Diabetes and Digestive and Kidney Diseases, 1997, http://win.niddk.nih.gov/publications/over_child.htm Tobacco Treating Tobacco Use and Dependence: Clinical Practice Guideline, U.S. Department of Health and Human Services, 2000, www.surgeongeneral.gov/tobacco Special issue on youth tobacco cessation, American Journal of Health Behavior, 27(2):S99-S184, 2003, www.aahb.siu.edu/ajhb/ Youth Tobacco Cessation: A Guide for Making Informal Decisions, Centers for Disease Control and Prevention, Office on Smoking and Health, 2004, (770)488-5705 (Press #3) Unintentional Injury and Violence Crisis Communications Guide and Toolkit, National Education Association, 2000, www.nea.org/crisis/ Connecting the Dots to Prevent Youth Violence, Knox L, American Medical Association, 2002, RESOURCES – Page 15 www.ama-assn.org/ama1/pub/upload/mm/386/youthviolenceguide.pdf Emergency Guidelines for Schools, Ohio Department of Public Safety Emergency Medical Services for Children Program, Emergency Care Committee of the Ohio Chapter, American Academy of Pediatrics. 1999, www.ems-c.org/downloads/pdf/emscguide.pdf Managing Sudden Traumatic Loss in the Schools: New Jersey Adolescent Suicide Prevention Project. Underwood MM, Dunne-Maxim K, Piscataway, NJ: University of Medicine and Dentistry of New Jersey, University Behavioral HealthCare, 1997. Mental Health in Schools: Guidelines, Models, Resources, & Policy Consideration, Policy Leadership Cadre for Mental Health in Schools, Center for Mental Health in Schools, 2001, smhp.psych.ucla.edu/pdfdocs/policymakers/cadreguidelines.pdf Practical Information on Crisis Planning, US Department of Education, Office of Safe and Drug-Free Schools, 2003, www.ed.gov/emergencyplan Preparing for Crises in the Schools: A Manual for Building School Crisis Response Teams, Brock SE, Sandoval J, Lewis S, Indianapolis, IN : Wiley Publishing, 2001, www.wiley.com/WileyCDA/Section/id­2852.html (“Product Search” by title) Safe School Initiative: The Final Report and Findings of the Safe School Initiative, U.S. Secret Service National Threat Assessment Center, U.S. Department of Education, National Institute of Justice, 2002, www.treas.gov/usss/index.shtml Sharing Information: A Guide to the Family Educational Rights and Privacy Act and Participation in Juvenile Justice Programs, U.S. Department of Justice, U.S. Department of Education, 1997, publication no. (NCJ) 163705, www.ncjrs.org/pdffiles/163705.pdf Asthma An Asthma Speaker's Kit for Healthcare Professionals. Centers for Disease Control and Prevention, National Center for Environmental Health, 2004, http://www.cdc.gov/asthma/speakit/default.htm Asthma Action Card. Asthma and Allergy Foundation of America. 2000, http://aafa.org/pdfs/AsthmaActionCardstudent.pdf Guidelines for the Diagnosis and Management of Asthma. National Institutes of Health, National Asthma Education and Prevention Program, 2002, http://www.nhlbi.nih.gov/guidelines/asthma/index.htm Is the Asthma Action Plan Working? A Tool for School Nurse Assessment. National Institutes of Health, National Asthma Education and Prevention Program, 2005, http://www.nhlbi.nih.gov/health/prof/lung/asthma/asth_act_plan_frm.htm Position Statement on the Use of Asthma Inhalers in the School Setting. National Association of School Nurses, 1999, http://nasn.org/positions/1999psinhalers.htm Pediatric Asthma: Promoting Best Practices. American Academy of Allergy, Asthma, & Immunology, 2004, http://www.aaaai.org/members/resources/initiatives/pediatricasthmaguidelines/default.stm School Nurse Toolkit. American Academy of Allergy Asthma and Immunology, 2002, http://www.aaaai.org/members/allied_health/tool_kit Students with Chronic Illnesses: Guidance for Families, Schools and Students. National Institutes of Health, National Asthma Education and Prevention Program, 2002, http://www.nhlbi.nih.gov/health/public/lung/asthma/guidfam.htm The Green Zone: An Asthma Toolkit. National Assembly on School Based Health Care, 2002, http://www.nasbhc.org/TAT/Toolkits.htm When Should Students With Asthma or Allergies Carry and Self-Administer Emergency Medications at School? National Institutes of Health, National Asthma Education and Prevention Program, 2005, http://www.nhlbi.nih.gov/health/prof/lung/asthma/emer_medi.htm RESOURCES – Page 16 Resources for Module 6: School Counseling, Psychological, and Social Services Materials/Publications General Facts for Families, American Academy of Child & Adolescent Psychiatry, http://www.aacap.org/publications/factsfam Guidelines for Protecting Confidential Student Health Information, National Task Force on Confidential Student Health Information, Kent, OH: American School Health Association, 2000, www.ashaweb.org (item #MSN09) Health Counseling, Balbu MB, Petter MP, Saleh KP, Litwack L, Kent: OH, American School Health Association, 1992, www.ashaweb.org (Click on “Publications” and then “Education/Health Materials”) School Counseling, Psychological, and Social Services, Adelman H, chapter in Health Is Academic: A Guide to Coordinated School Health Programs, Marx E, Wooley SF, Northrop D, editors, New York, NY: Teachers College Press, 1998, www.teacherscollegepress.com/ The National Standards for School Counseling, Campbell CA, Dahir CA, Alexandria, VA: American School Counselor Association, 1998, www.schoolcounselor.org (Click on “About ASCA” and then “National Standards”) Nutrition Eating Disorders: Facts About Eating Disorders and the Search for Solutions, National Institute of Mental Health, 2001, http://www.nimh.nih.gov/publicat/eatingdisorders.cfm Helping Your Overweight Child, National Institute of Diabetes and Digestive and Kidney Diseases, 1997, http://win.niddk.nih.gov/publications/over_child.htm Resources from the Center for Weight and Health, University of California, Berkeley. http://nature.berkeley.edu/cwh/resources/weight_mng.sht Tobacco Treating Tobacco Use and Dependence: Clinical Practice Guideline, U.S. Department of Health and Human Services, 2000, www.surgeongeneral.gov/tobacco Special issue on youth tobacco cessation, American Journal of Health Behavior, 27(2):S99-S184, 2003, www.aahb.siu.edu/ajhb/ Youth Tobacco Cessation: A Guide for Making Informal Decisions, Centers for Disease Control and Prevention, Office on Smoking and Health, 2004, (770)488-5705 (Press #3) Unintentional Injury and Violence Crisis Communications Guide and Toolkit, National Education Association, 2000, www.nea.org/crisis Connecting the Dots to Prevent Youth Violence, Knox, L, American Medical Association, 2002, www.ama-assn.org/ama1/pub/upload/mm/386/youthviolenceguide.pdf Managing Sudden Traumatic Loss in the Schools: New Jersey Adolescent Suicide Prevention Project, Underwood MM, Dunne-Maxim K, Piscataway, NJ: University of Medicine and Dentistry of New Jersey, University Behavioral HealthCare, 1997. Mental Health: A Report of the Surgeon General, U.S. Department of Health and Human Services, 1999, www.surgeongeneral.gov/library/mentalhealth/home.html Mental Health in Schools: Guidelines, Models, Resources, & Policy Considerations, Policy Leadership Cadre for Mental Health in Schools, Center for Mental Health in Schools, 2001, www.smhp.psych.ucla.edu/pdfdocs/policymakers/cadreguidelines.pdf National Strategy for Suicide Prevention: Goals and Objectives for Action, U.S. Department of Health and Human Services, Public Health Service, 2001, http://www.mentalhealth.samhsa.gov/publications/allpubs/SMA01-3517 RESOURCES – Page 17 Preparing for Crises in the Schools: A Manual for Building School Crisis Response Teams, Brock SE, Sandoval J, Lewis S, Indianapolis, IN: Wiley Publishing, 2001, www.wiley.com/WileyCDA/Section/id­2852.html (“Product Search” by title) Safe School Initiative: The Final Report and Findings of the Safe School Initiative, U.S. Secret Service National Threat Assessment Center, U.S. Department of Education, National Institute of Justice, 2002, www.treas.gov/usss/index.shtml Sharing Information: A Guide to the Family Educational Rights and Privacy Act and Participation in Juvenile Justice Programs, U.S. Department of Justice, U.S. Department of Education, 1997, publication no. (NCJ) 163705, www.ncjrs.org/pdffiles/163705.pdf RESOURCES – Page 18 Resources for Module 7: Health Promotion for Staff Materials/Publications General School-site health promotion for staff, Allegrante JP, chapter in Health Is Academic: A Guide to Coordinated School Health Programs, Marx E, Wooley SF, Northrop D, editors, New York, NY: Teachers College Press, 1998, www.teacherscollegepress.com Tobacco Treating Tobacco Use and Dependence: Clinical Practice Guideline, U.S. Department of Health and Human Services, 2000, www.surgeongeneral.gov/tobacco Making Your Workplace Smokefree–A Decision Maker’s Guide, Centers for Disease Control and Prevention, 1996, www.cdc.gov/tobacco/research_data/environmental/etsguide.htm Taking Action Against Secondhand Smoke: An Online Toolkit, Centers for Disease Control and Prevention, www.cdc.gov/tobacco/ETS_Toolkit/index.htm Nutrition School Nutrition Association. SNA Wellness Program website, wellness.schoolnutrition.org/content/home.aspx RESOURCES – Page 19 Resources for Module 8: Family and Community Involvement Materials/Publications General Building Business Support for School Health Programs: An Action Guide, Alexandria, VA: National Association of State Boards of Education, 1999, www.nasbe.org Growing Absolutely Fantastic Youth: A Guide to Best Practices in Healthy Youth Development, Rinehart PM, Kahn JA, Konopka Institute for Best Practices in Adolescent Health, 2000, allaboutkids.umn.edu/kdwbvfc/fr_pub.htm Keeping Your Children Safe and Healthy at School, The Center for Health and Health Care in Schools, www.healthinschools.org/parents/act.htm National Standards for Parent/Family Involvement Programs. National PTA, 1998, www.pta.org/parentinvolvement/standards/pdf/NationalStandardsEnglish.pdf Parents' Views of Children's Health and Fitness, National Association for Sport and Physical Education, 2003. http://www.aahperd.org/naspe/template.cfm?template=executive_summary.html Sharing Information: A Guide to the Family Educational Rights and Privacy Act and Participation in Juvenile Justice Programs, Office of Juvenile Justice and Delinquency Prevention, 1997, publication no. (NCJ) 163705, www.ncjrs.org/pdffiles/163705.pdf Strong Families, Strong Schools: Building Community Partnerships for Learning, Ballen J, Moles O, U.S. Department of Education, 1994, http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true& ERICExtSearch_SearchValue _0=Strong+Families%2C+Strong+Schools%3A+Building+Community+ Partnerships+for+Learning&ERICExtSearch _SearchType_0=eric_metadata&_pageLabel=Record Details&objectId=0900000b80147193 Physical Education and Physical Activity 99 Tips for Family Fitness Fun (brochure), Reston, VA: National Association for Sport and Physical Education, 2001, www.aahperd.org/ (Click on "Online Store") A model for parental involvement in physical education, Virgilio SJ. Journal of Physical Education, Recreation and Dance, 61(8):66-70, 1990 Active Youth: Ideas for Implementing CDC Physical Activity Promotion Guidelines, Samman P, Champaign, IL: Human Kinetics Publishers, 1998, www.humankinetics.com (“Product Search” by Title) Aim for Balance: Maximize Your Child’s Success (brochure), Reston, VA: National Association for Sport and Physical Education, 2001, National Association for Sport and Physical Education, www.aahperd.org/ (Click on "Online Store") Brochures for Parents, Teachers, and Principals to Increase Physical Activity Among Youth, Centers for Disease Control and Prevention, 2003, www.cdc.gov/healthyyouth/physicalactivity Choosing the Right Sport or Physical Activity Program for Your Child (position paper), National Association for Sport and Physical Education, National Association for Sport and Physical Education, 1999, www.aahperd.org/naspe/pdf_files/pos_papers/resource-choosing.pdf Helping Your Overweight Child, National Institute of Diabetes and Digestive and Kidney Diseases, 1997, http://win.niddk.nih.gov/publications/over_child.htm Kids Walk to School: A Guide to Promote Walking to School, Centers for Disease Control and Prevention, 2000, www.cdc.gov/nccdphp/dnpa/kidswalk.htm Promoting Physical Activity: A Guide for Community Action, U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, Champaign, IL: Human Kinetics Publishers, 1999, www.humankinetics.com Public Recreation in High Risk Environments: Programs That Work, Ashburn, VA: National Recreation and Park Association, 1996, www.nrpa.org (Click on “NRPA Store”) Resources from the Center for Weight and Health, University of California, Berkeley. http://nature.berkeley.edu/cwh/resources/weight_mng.shtml We Can! Energize our Community --Toolkit for Action. National Heart, Lung, and Blood Institute. NIH Publication No. 05-5272, 2005, www.nhlbi.nih.gov/health/public/heart/obesity/wecan_mats/toolkit.htm RESOURCES – Page 20 Nutrition Community Nutrition Action Kit: For People Where They Live, Learn, and Play, U.S. Department of Agriculture/Team Nutrition, 1996, www.fns.usda.gov/tn/Resources/cnak.html Family and community involvement in school health, Carlyon P, Carlyon W, McCarthy AR, chapter in Health Is Academic: A Guide to Coordinated School Health Programs, Marx E, Wooley SF, Northrop D, editors, New York: Teachers College Press, 1998, www.teacherscollegepress.com Food, Family, & Fun: A Seasonal Guide to Healthy Eating: Commemorating 50 Years of School Lunch, U.S. Department of Agriculture/Team Nutrition, 1998, www.fns.usda.gov/tn/Students/Food_Family/index.html Generation Fit Action Packet, American Cancer Society, 1999, http://www.cancer.org/docroot/PED/ped_1_4.asp?sitearea=PED Nutrition: Be Active in Developing Local Child Wellness Policies, New Jersey PTA, 2005. http://www.njpta.org/com_nutrition.h Pick a Better Snack, Iowa State University Extension, 2003, www.extension.iastate.edu/food Resources from the Center for Weight and Health, University of California, Berkeley. http://nature.berkeley.edu/cwh/resources/weight_mng.shtml Team Up at Home: Team Nutrition Activity Booklet, Fun Nutrition Activities for the Family, U.S. Department of Agriculture/Team Nutrition, 1996, www.fns.usda.gov/tn/Resources/teamupbooklet.html Resources from the Center for Weight and Health, University of California, Berkeley. http://nature.berkeley.edu/cwh/resources/weight_mng.shtml We Can! Energize our Community --Toolkit for Action. National Heart, Lung, and Blood Institute. NIH Publication No. 05-5272, 2005, www.nhlbi.nih.gov/health/public/heart/obesity/wecan_mats/toolkit.htm Tobacco My Kid: Keeping Your Kids Tobacco, Alcohol and Drug Free, report and video for parents, Centers for Disease Control and Prevention, 1998, www.cdc.gov/tobacco/educational_materials/mykids.htm Parenting Kit: Got A Minute? Give it to Your Kid, Centers for Disease Control and Prevention, 2001, www.cdc.gov/tobacco/educational_materials/parenting/gotaminbrochure.htm Parents, Educators, and Youth Group Leaders, Education Section, Centers for Disease Control and Prevention, www.cdc.gov/tobacco/edumat.htm Unintentional Injury and Violence Crime Prevention Through Environmental Design and Community Policing, Fleissner D, Heinzelmann F, U.S. Department of Justice, 1996, publication no. (NCJ) 157308, www.ncjrs.org/pdffiles/crimepre.pdf Motor-vehicle occupant injury: strategies for increasing use of child safety seats, increasing use of safety belts, and reducing alcohol-impaired driving, a report on recommendations of the Task Force on Community Preventive Services, CDC, MMWR, 50(RR-7):1-13, 2001, www.cdc.gov/mmwr/preview/mmwrhtml/rr5007a1.htm Safe Schools Manual: A Resource on Making Schools, Communities, and Families Safe for Children. National Education Association, 1996, www.nea.org/schoolsafety/images/ssmanual.pdf Strengthening America’s Families: Model Family Programs for Substance Abuse and Delinquency Prevention, Alvarado A, Kendall K, Beesley S, Lee-Cavaness C, editors, U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Prevention; and U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention, Salt Lake City, UT: University of Utah, Department of Health Promotion and Education, 2000, bookstore.gpo.gov/ Asthma Asthma-Friendly Schools Toolkit. American Lung Association, 2003, http://www.lungusa.org/site/pp.asp?c=dvLUK9O0E&b=44339 School House: Breatherville, USA. Allergy and Asthma Network Mothers of Asthmatics’, http://www.aanma.org/schoolhouse RESOURCES – Page 21 Government Agencies Cross-Cutting Centers for Disease Control and Prevention Division of Adolescent and School Health C/O Healthy Youth P.O. Box 8817 Silver Spring, MD 20907 1-888-231-6405 www.cdc.gov/HealthyYouth Physical Education and Physical Activity Centers for Disease Control and Prevention Division of Adolescent and School Health C/O Healthy Youth P.O. Box 8817 Silver Spring, MD 20907 1-888-231-6405 www.cdc.gov/HealthyYouth/physical activity Centers for Disease Control and Prevention Division of Nutrition and Physical Activity 4770 Buford Highway, MS K24 Atlanta, GA 30341 770-488-5705 www.cdc.gov/nccdphp/dnpa Nutrition Centers for Disease Control and Prevention Division of Adolescent and School Health C/O Healthy Youth P.O. Box 8817 Silver Spring, MD 20907 1-888-231-6405 www.cdc.gov/HealthyYouth/nutrition Centers for Disease Control and Prevention Division of Nutrition and Physical Activity 4770 Buford Highway, MS K24 Atlanta, GA 30341 770-488-5705 www.cdc.gov/nccdphp/dnpa Food Nutrition Information Center National Agricultural Library, Room 105 10301 Baltimore Avenue Beltsville, MD 20705 301-504-5719 www.nalusda.gov/fnic Health Resources and Service Administration Maternal and Child Health Bureau Parklawn Building, Room 18-05 5600 Fishers Lane Rockville, MD 20857 www.mchb.hrsa.gov National Cancer Institute Building 31, Room 10A03 9000 Rockville Pike Bethesda, MD 20847 1-800-4-CANCER www.nci.nih.gov/ President’s Council on Physical Fitness & Sports Department QW, Room 738-H 200 Independence Avenue, SW Washington, DC 20201 202-690-9000 www.fitness.gov National 5 A Day Program 6116 Executive Boulevard, MSC8322, Suite 3036A Bethesda, MD 20892 1-800-422-6237 http://www.5aday.gov/homepage/index_content.ht ml National Cancer Institute Building 31, Room 10A03 9000 Rockville Pike Bethesda, MD 20847 1-800-4-CANCER www.nci.nih.gov/ U.S. Department of Agriculture Center for Nutrition Policy and Promotion 3101 Park Center Drive, Room 1034 Alexandria, VA 22302 703-305-7600 www.usda.gov/cnpp RESOURCES – Page 22 U.S. Department of Agriculture Team Nutrition 3101 Park Center Drive, Room 632 Alexandria, VA 22302 703-305-1624 www.fns.usda.gov/tn Tobacco Centers for Disease Control and Prevention Division of Adolescent and School Health C/O Healthy Youth P.O. Box 8817 Silver Spring, MD 20907 1-888-231-6405 www.cdc.gov/HealthyYouth/tobacco Centers for Disease Control and Prevention Office of Smoking and Health 4770 Buford Highway, MS K50 Atlanta, GA 30341 770-488-5705 www.cdc.gov/tobacco National Cancer Institute Building 31, Room 10A03 9000 Rockville Pike Bethesda, MD 20847 1-800-4-CANCER www.nci.nih.gov/ Unintentional Injury Centers for Disease Control and Prevention Division of Adolescent and School Health C/O Healthy Youth P.O. Box 8817 Silver Spring, MD 20907 1-888-231-6405 www.cdc.gov/HealthyYouth/injury Centers for Disease Control and Prevention Division of Unintentional Injury Prevention 4770 Buford Highway, MS K63 Atlanta, GA 30341 770-488-1506 www.cdc.gov/ncipc Substance Abuse & Mental Health Services Administration 5600 Fishers Lane, Room 12-105 Parklawn Building Rockville, MD 20857 301-443-4795 www.samhsa.gov U.S. Department of Education Office of Safe and Drug Free Schools 400 Maryland Avenue, SW Washington, DC 20202 1-800-USA-LEARN www.ed.gov/about/offices/list/osdfs/index.html National Highway Traffic Safety Administration 400 7th Street Washington, DC 20590 1-888-327-4236 www.nhtsa.dot.gov National Institute for Occupational Safety & Health 24 Executive Park Drive, MS E-74 Atlanta, GA 30329 1-800-356-4674 www.cdc.gov/niosh/homepage.html RESOURCES – Page 23 Violence Centers for Disease Control and Prevention Division of Adolescent and School Health C/O Healthy Youth P.O. Box 8817 Silver Spring, MD 20907 1-888-231-6405 www.cdc.gov/HealthyYouth/injury Centers for Disease Control and Prevention Division of Violence Prevention 4770 Buford Highway, MS K60 Atlanta, GA 30341 770-488-1506 www.cdc.gov/ncipc Health Resources and Services Administration Take a Stand. Lend a Hand. Stop Bullying Now Parklawn Building 5600 Fishers Lane Rockville, Maryland 20857 http://www.stopbullyingnow.hrsa.gov/index.asp Asthma Centers for Disease Control and Prevention Division of Adolescent and School Health C/O Healthy Youth P.O. Box 8817 Silver Spring, MD 20907 1-888-231-6405 www.cdc.gov/HealthyYouth/asthma Centers for Disease Control and Prevention National Center for Environmental Health Division of Environmental Hazards and Health Effects 1600 Clifton Road NE, MS E-19 Atlanta, GA 30333 1-888-232-6789 www.cdc.gov/asthma Centers for Disease Control and Prevention National Institute for Occupational and Safety Health 200 Independence Ave., SW Washington, DC 20201 1-800-356-4674 http://www.cdc.gov/niosh/topics/asthma Substance Abuse & Mental Health Services Administration 5600 Fishers Lane, Room 12-105 Parklawn Building Rockville, MD 20857 301-443-4795 www.samhsa.gov Substance Abuse & Mental Health Services Administration National Mental Health Information Center 5600 Fishers Lane, Room 12-105 Parklawn Building Rockville, MD 20857 301-443-4795 http://www.mentalhealth.samhsa.gov/15plus/ U.S. Department of Education Office of Safe and Drug Free Schools 400 Maryland Avenue, SW Washington, DC 20202 1-800-USA-LEARN www.ed.gov/about/offices/list/osdfs/index.html Environmental Protection Agency Ariel Rios Building 1200 Pennsylvania Avenue, N.W. Washington, DC 20460 202-272-0167 http://www.epa.gov/asthma National Institutes of Health National Heart, Lung, and Blood Institute National Asthma Education and Prevention Program 31 Center Drive MSC 2486 Bethesda, MD 20892 301-592-8573 http://www.stopbullyingnow.hrsa.gov/index.asp RESOURCES – Page 24 Non-Governmental Organizations Cross-Cutting American Academy of Pediatrics 141 Northwest Point Boulevard Elk Grove Village, IL 60007-1098 847-434-4000 www.aap.org/ American Association for Health Education 1900 Association Drive Reston, VA 20191-1598 1-800-213-7193 www.aahperd.org/aahe/template.cfm?template=mai n.html American Association of School Administrators 801 N. Quincy St., Suite 700 Arlington, VA 22203-1730 703-528-0700 http://www.aasa.org American Cancer Society 1599 Clifton Road, NE Atlanta, GA 30329 1-800-227-2345 www.cancer.org American Medical Association 515 N. State Street Chicago, IL 60610 312-464-5000 www.ama-assn.org/ American School Counselor Association 801 N. Fairfax Street, Suite 310 Alexandria, VA 22314 703-683-ASCA www.schoolcounselor.org/ American School Health Association 7263 State Route 43, P.O. Box 708 Kent, Ohio 44240 330-678-1601 www.ashaweb.org/ Association for Worksite Health Promotion 60 Revere Drive, Suite 500 Northbrook, IL 60062 847-480-9574 http://www.uwsp.edu/hphd/awhp/ Council of Chief State School Officers One Massachusetts Avenue, NW, Suite 700 Washington, DC 20001-1431 202-336-7000 www.ccsso.org/ Family, Career and Community Leaders of America 1910 Association Drive Reston, VA 20191-1584 703-476-4900 www.fcclainc.org National Assembly on School Based Health Care 666 11th Street NW Washington, DC 20001 202-638-5872 www.nasbhc.org National Association of School Nurses 1416 Park Street, Suite A Castle Rock, CO 80109 1-866-627-6767 www.nasn.org/ National Association of State Boards of Education 277 S. Washington Street, Suite 100 Alexandria, VA 22314 703-684-4000 www.nasbe.org/ National Coalition for Parent Involvement in Education 3929 Old Lee Highway, Suite 91-A Fairfax, VA 22030-2401 703-359-8973 www.ncpie.org/ National Conference of State Legislatures 444 North Capitol Street, NW, Suite 515 Washington, DC 20001 202-624-5400 www.ncsl.org/ National Education Association Health Information Network 1201 16th Street NW, Suite 521 Washington DC 20036 1-800-718-8387 www.neahin.org/ RESOURCES – Page 25 National Governors Association 444 N. Capitol Street Washington, DC 20001 202-624-5300 www.nga.org/ National PTA 330 N. Wabash Avenue, Suite 2100 Chicago, IL 60611 1-800-307-4PTA www.pta.org/ National School Boards Association 1680 Duke Street Alexandria, VA 22314 703-838-6722 www.nsba.org/site/index.asp Physical Education and Physical Activity Action for Healthy Kids One Massachusetts Avenue, NW, Suite 800 Washington, DC 20001 1-800-416-5136 www.actionforhealthykids.org/ American Association for the Child’s Right to Play Graduate Physical Education 240 Hofstra University Hempstead, NY 11548 516-463-5176 www.ipausa.org/ American Heart Association 7272 Greenville Avenue Dallas, TX 75231 1-800-AHA-USA1 http://www.americanheart.org Center for Weight and Health 101 Giannini Hall #3100 Berkeley, CA 94720 510-642-1599 nature.berkeley.edu/cwh/ National Association for Sport and Physical Education 1900 Association Drive Reston, VA 20191-1598 1-800-213-7193 www.aahperd.org/naspe/template.cfm Public Education Network 601 Thirteenth Street NW, Suite 900 North Washington, DC 20005-3808 202-628-7460 www.publiceducation.org/ Society of State Directors of Health, Physical Education and Recreation 1900 Association Drive, Suite 100 Reston, VA 20191-1599 703-390-4599 www.thesociety.org/ The Center for Health and Health Care in Schools 1350 Connecticut Avenue, Suite 505 Washington, DC 20036 202-466-3396 www.healthinschools.org/home.asp National Center for Education in Maternal and Child Health Georgetown University P.O. Box 571272 Washington, DC 20057 202-784-9770 www.ncemch.org/ National Federation of State High School Associations P.O. Box 690 Indianapolis, IN 46206 317-972-6900 http://www.nfhs.org/ National Recreation and Park Association 22377 Belmont Ridge Road Ashburn, VA 20148-4501 703-858-0784 http://www.nrpa.org/ P.E. 4 LIFE 1150 17th Street, NW, Suite 407 Washington, DC 20036 202-776-0377 www.pe4life.org/ RESOURCES – Page 26 Nutrition Action for Healthy Kids One Massachusetts Avenue, NW, Suite 800 Washington, DC 20001 1-800-416-5136 www.actionforhealthykids.org/ American Heart Association 7272 Greenville Avenue Dallas, TX 75231 1-800-AHA-USA1 www.americanheart.org School Nutrition Association 700 South Washington Street, Suite 300 Alexandria, Virginia 22314 703-739-3900 www.asfsa.org/ Center for Weight and Health 101 Giannini Hall #3100 Berkeley, CA 94720 510-642-1599 nature.berkeley.edu/cwh/ Tobacco American Legacy Foundation 1001 G Street, NW, Suite 800 Washington DC, 20001 202-454-5555 www.americanlegacy.org American Lung Association 1740 Broadway New York, NY 10019 1-800-LUNG-USA www.lungusa.org Americans for Nonsmokers’ Rights 2530 San Pablo Avenue, Suite J Berkeley, CA 94702 510-841-3032 anr@no-smoke.org Food Allergy & Anaphylaxis Network 10400 Eaton Place, Suite 107 Fairfax, VA 22030-2208 1-800-929-4040 www.foodallergy.org/ National Center for Education in Maternal and Child Health Georgetown University, P.O. Box 571272 Washington, DC 20057 202-784-9770 www.ncemch.org/ National Food Service Management Institute The University of Mississippi P.O. Drawer 188 University, MS 38677-0188 1-800-321-3054 www.olemiss.edu/depts/nfsmi/ Society for Nutrition Education 9202 N. Meridian Street, Suite 200 Indianapolis, IN 46260 1-800-235-6690 www.sne.org/ Center for Tobacco Cessation 901 E Street, NW, Suite 500 Washington, DC 20004 202-585-3200 www.ctcinfo.org Campaign for Tobacco Free Kids 1400 Eye Street, Suite 1200 Washington D.C. 20005 202-296-5469 www.tobaccofreekids.org National Latino Council on Alcohol and Tobacco Prevention 1400 16th Street, NW Washington, DC 20009 202-265-8054 www.nlcatp.org/ RESOURCES – Page 27 Unintentional Injury Brain Injury Association of America 105 North Alfred Street Alexandria, VA 22314 703-236-6000 www.biausa.org Children’s Safety Network 55 Chapel Street Newton, MA 02458-1060 617-969-7100 X2722 www.childrenssafetynetwork.org/ Consumer Federation of America 1424 16th Street, NW, Suite 604 Washington DC 20036 202-387-6121 www.consumerfed.org/ Emergency Medical Services for Children 111 Michigan Avenue, NW Washington, DC 20010 202-884-4927 www.ems-c.org/ Home Safety Council P.O. Box 1111 North Wilkesboro, NC 28656 336-658-5634 www.homesafetycouncil.org Injury Control Resource Information Network 200 Lothrop Sreet, Suite B400-PUH Pittsburgh, PA 15213 412-648-2600 www.injurycontrol.com/icrin/ Insurance Institute for Highway Safety 1005 N. Glebe Road, Suite 800 Arlington, VA 22201 USA 703-247-1500 www.highwaysafety.org/ National Fire Protection Association 1 Batterymarch Park Quincy, MA 02169-7471 617-770-3000 www.nfpa.org/catalog/http://www.nfpa.org/index.asp? cookie%5Ftest=1home/index.asp National Latino Council on Alcohol and Tobacco Prevention 1400 16th Street, NW Washington, DC 20009 202-265-8054 www.nlcatp.org/ National Organizations for Youth Safety http://www.noys.com/index.html National Program for Playground Safety Education, Leisure Services, and Athletic Training University of Northern Iowa Cedar Falls, IA 50614-0618 1-800-554-PLAY www.playgroundsafety.org National Recreation and Park Association 22377 Belmont Ridge Road Ashburn, VA 20148-4501 703-858-0784 www.nrpa.org/ National SAFE KIDS Campaign 1301 Pennsylvania Avenue, NW, Suite 1000 Washington, DC 20004 202-662-0600 www.safekids.org/ National Safety Council 1121 Spring Lake Drive Itasca, IL 60143-3201 630- 285-1121 www.nsc.org/ RESOURCES – Page 28 National Association for Sport and Physical Education 1900 Association Drive Reston, VA 20191-1598 1-800-213-7193 www.aahperd.org/naspe/template.cfm Pedestrian & Bicycle Information Network 730 Airport Road, Suite 300 Campus Box 3430 Chapel Hill, NC 27599 919-962-2203 www.pedbikeinfo.org Violence American Association of Suicidology 4201 Connecticut Avenue, NW Suite 408 Washington, DC 20008 202-237-2280 www.suicidology.org/ American Counseling Association 5999 Stevenson Avenue Alexandria, VA 22304 1-800-347-6647 www.counseling.org/index.html American Foundation for Suicide Prevention 120 Wall Street, 22nd Floor New York, NY 10005 1-888-333-AFSP www.afsp.org/ American Psychological Association 750 First Street, NE Washington, DC 20002-4242 1-800-374-2721 www.apa.org Brain Injury Association of America 105 North Alfred Street Alexandria, VA 22314 703-236-6000 www.biausa.org National Organization for Victim Assistance 1730 Park Road NW Washington, DC 20010 1-800-try-nova www.try-nova.org/ National School Safety Center 141 Duesenberg Drive, Suite 11 Westlake Village, CA 91362 805-373-9977 www.nssc1.org/ Safe USA C/O Harry Teter /American Trauma Society 8903 Presidential Parkway, Suite 512 Upper Marlboro, MD 20772 www.safeusa.org/ Center for Mental Health in Schools P.O. Box 951563 Los Angeles, CA 90095-1563 310-825-3634 smhp.psych.ucla.edu/ Center for the Study and Prevention of Violence University of Colorado at Boulder, 439 UCB Boulder, CO 80309-0439 303-492-8465 www.colorado.edu/cspv/ Children’s Safety Network 55 Chapel Street Newton, MA 02458-1060 617-969-7100 X2722 www.childrenssafetynetwork.org/ Injury Control Resource Information Network 200 Lothrop Street, Suite B400-PUH Pittsburgh, PA 15213 412-648-2600 www.injurycontrol.com/icrin/ National Clearinghouse on Child Abuse & Neglect 330 C Street, SW Washington, DC 20447 1-800-394-3366 www.calib.com/nccanch/ National Youth Violence Prevention Resource Center P.O. Box 6003 Rockville, MD 20849-6003 1-866-SAFEYOUTH www.safeyouth.org RESOURCES – Page 29 Office of Juvenile Justice and Delinquency Prevention 810 Seventh Street, NW Washington, DC 20531 202-307-5911 ojjdp.ncjrs.org/ Students Against Destructive Decisions P.O. Box 800 Marlboro, MA 01752 1-877-SADD-INC www.saddonline.com/ Asthma Allergy and Asthma Network Mothers of Asthmatics 2751 Prosperity Ave., Suite 150 Fairfax, VA 22031 1-800-878-4403 http://aanma.org Allies Against Asthma University of Michigan School of Public Health 109 South Observatory Street Ann Arbor, MI 48109-2029 734-615-3312 http://www.asthma.umich.edu/index.html American Academy of Allergy, Asthma, and Immunology 555 East Wells Street Suite 1100 Milwaukee, WI 53202-3823 414-272-6071 http://www.aaaai.org American Lung Association 61 Broadway, 6th Floor NY, NY 10006 1-800-LUNGUSA http://www.lungusa.org Suicide Prevention Advocacy Network P.O. Box 73368 Washington, DC 20056-33688 E-mail: info@spanusa.org www.spanusa.org/ Asthma & Allergy Foundation 1233 20th Street, NW Suite 402 Washington, D.C. 20036 202-466-7643 http://aafa.org/ Starlight Starbright Children’s Foundation 1850 Sawtelle Blvd., Suite 450 Los Angeles, CA 90025 1-800-315-2580 http://www.slsb.org/ World Asthma Day Global Initiative for Asthma http://www.ginasthma.com/WADIndex.asp RESOURCES – Page 30 School Health Index Project Contributors The following provided assistance to the development of the School Health Index. The affiliations listed are those of the contributors at the time they participated. Technical Advisors Maria P. Alexander, M.P.H. Centers for Disease Control and Prevention Atlanta, GA Eduardo A. Alvarado, M.P.H. Centers for Disease Control and Prevention Atlanta, GA Marybell Avery, Ph.D. Lincoln Public Schools Lincoln, NE Kim M. Boring American Heart Association Dallas, TX Lilian W. Y. Cheung, D.Sc., R.D. Harvard School of Public Health Boston, MA Peter W. Cribb, M.A., M.Ed. University of Texas-Houston Houston, TX Sandy A. Denham, M.A. Muscogee County School District Columbus, GA Allison M. Drury, M.P.H. Centers for Disease Control and Prevention Atlanta, GA Diane Farr Austin Independent School District Austin, TX Patricia Fishback National PTA Brookings, SD Brenda Z. Greene, M.F.A. National School Boards Association Alexandria, VA Rose Haggerty, M.Ed. Houston Independent School District Houston, TX Merrie Hahn National Association of Elementary School Principals Alexandria, VA Olivia J. Hodges, Ed.D. Gwinnett County Public Schools Dacula, GA Amy Hoge American Cancer Society Austin, TX Elaine Jackson, M.S. Stewart County School System Dover, TN Nina Jones Arizona State University Flagstaff, AZ Mary L. McKenna, Ph.D., R.D. University of New Brunswick Fredericton, New Brunswick, Canada Thomas L. McKenzie, Ph.D. San Diego State University San Diego, CA Elaine C. McLaughlin, M.S., R.D. United States Department of Agriculture, Food and Consumer Service Alexandria, VA Fran Anthony Meyer, Ph.D., C.H.E.S. Society of State Directors of Health, Physical Education and Recreation Richmond, VA Linda A. Miller, M.S., R.D. National Association of State Nutrition Education and Training Program Coordinators Maryland State Department of Education Baltimore, MD RESOURCES – Page 31 Karen Monico, M.S. Smoking and Health Associates Chapel Hill, NC John Polomano, M.A. Bordentown Regional School District Bordentown, NJ Suzanne S. Rigby, M.S., R.D. American School Food Service Association Alexandria, VA Leslie J. Roberts American Association of School Administrators Arlington, VA Louise Roebke, M.S. Redwood-Renville Counties Youth Risk Behavior Project Olivia, MN Donna Sanchez, C.P.S. New Mexico Dept. of Health Santa Fe, NM Marlene K. Tappe, Ph.D. Purdue University West Lafayette, IN Debra J. Townsend Black Hawk County Health Department Waterloo, IA Jackie Tselikis, R.N., M.S.Ed. Loranger Middle School Old Orchard Beach, ME Shannon Tynes, M.P.H. Centers for Disease Control and Prevention Atlanta, GA Carlos Vega-Matos, M.P.A. National Association of State Boards of Education Alexandria, VA D. Allan Waterfield, Ph.D. American Cancer Society Newark, DE Alexis M. Williams, M.P.H., C.H.E.S. American Cancer Society Atlanta, GA Reviewers Jacquee Albers New York Department of Education Albany, NY Kathy M. Anderson, M.S., R.D. North Carolina Department of Environment, Health and Natural Resources Raleigh, NC Harriet Arvey, Ed.D. Houston Independent School District Houston, TX Kymm Ballard North Carolina Department of Public Instruction Raleigh, NC Marilyn Briggs, M.S., R.D. California Department of Education Sacramento, CA Dorothy Caldwell, M.S., R.D., L.D. United States Department of Agriculture Food, Nutrition and Consumer Services Alexandria, VA Stephen Carey Rhode Island Department of Education Providence, RI Maria Teresa Cerqueria, Ph.D., R.D. Pan American Health Organization, World Health Organization Washington, DC Isobel Contento, Ph.D. Teachers College, Columbia University New York, NY Carlos Crespo, Dr.P.H. American University Washington, DC RESOURCES – Page 32 Helen M. Derryberry, R.D., L.D.N. Tennessee Department of Education Nashville, TN Tracey Elder University of Georgia Athens, GA Joyce Fetro, Ph.D., C.H.E.S., F.A.S. Southern Illinois University Carbondale, IL Jean Forster, Ph.D. University of Minnesota Minneapolis, MN Carolyn Fisher, Ed.D. Centers for Disease Control and Prevention Atlanta, GA Alison Gardner, M.S., R.D. Vermont Department of Health Burlington, VT Linda Nightingale Greenwood, M.A. Rhode Island Department of Education Providence, RI Phyllis Gingiss, Dr.P.H. University of Houston Minneapolis, MN Magdee A. Helal, Ph.D. National Center for Educational Research and Development Cairo, Egypt Carol Anne Herbert The Valley Trust Durban, South Africa Albert C. Hergenroeder, M.D. Baylor College of Medicine Houston, TX James O. Hill, Ph.D. University of Colorado Health Sciences Center Denver, CO Mike Hill, M.F.A. American Cancer Society Austin, TX Darrel Lang, Ed.D. Kansas State Department of Education Topeka, KS Leslie Lytle, Ph.D., R.D. University of Minnesota Minneapolis, MN Stacey Mattison, M.P.H., C.H.E.S. Centers for Disease Control and Prevention Atlanta, GA Aleta Mayer, Ph.D. Virginia Commonwealth University Richmond, VA Sandy Nichols Mazzocco, R.N., M.Ed. Missouri Department of Elementary and Secondary Education Jefferson City, MO Tim McGloin, M.S.P.H. University of North Carolina Chapel Hill, NC Kristine M. Meurer, Ph.D. New Mexico State Department of Education Santa Fe, NM Nancy Murry, Dr.P.H. University of Texas Health Science Center-Houston Houston, TX Patricia Nichols, M.S., C.H.E.S. Michigan Department of Education Lansing, MI Guy S. Parcel, Ph.D. University of Texas Health Science Center-Houston Houston, TX Russell R. Pate, Ph.D. University of South Carolina Columbia, SC Carla Patterson, Ph.D. Queensland University of Technology Brisbane, Australia Mike Penoschok, Ed.D. Cobb County Schools, Marietta, GA RESOURCES – Page 33 Cheryl L. Perry, Ph.D. University of Minnesota Minneapolis, MN Alexander Prokhorov, M.D., Ph.D. M.D. Anderson Cancer Center Houston, TX Ken A. Resnicow, Ph.D. Emory University Atlanta, GA Carol Runyan, M.P.H., Ph.D. University of North Carolina Chapel Hill, NC Steve Sussman, F.A.A.H.B., Ph.D. University of Southern California Alhambra, CA Spencer S. Sartorius, M.S. Montana Office of Public Instruction Helena, MT Stacey Snelling, Ph.D. American University Washington, DC Don B. Sweeny, M.A. Michigan Department of Community Health Lansing, MI Ann Kelsey Thacher, M.S. Rhode Island Department of health Providence, RI Mary Thissen-Milder, Ph.D. Minnesota Department of Children, Families and Learning St. Paul, MN Stephen J. Virgilio, Ph.D. Adelphi University Garden City, NY Meg Wagner, M.S., R.D., L.D. Ohio Department of Education Columbus, OH Douglas White Wisconsin Department of Public Instruction Madison, WI James R. Whitehead, Ed.D. University of North Dakota Grand Forks, ND Kristen Wolf, M.Sc. American University Washington, DC Susan F. Wooley, Ph.D., C.H.E.S. American School Health Association Kent, OH Judith C. Young, Ph.D. National Association for Sport and Physical Education Reston, VA David Zane, M.S. Texas Department of Health Austin, TX Lenore Zedosky, R.N., M.N. West Virginia Department of Education Charleston, WV RESOURCES – Page 34 The following CDC staff members prepared the School Health Index: Lisa C. Barrios, Dr.P.H. Charlene R. Burgeson, M.A. Linda Crossett, R.D.H. Bindi Gandhi, M.A. Samantha D. Harrykissoon, M.P.H. Sarah Merkle, M.P.H. Anu Pejavara, M.P.H., C.H.E.S. Jane Pritzl, M.A. Howell Wechsler, Ed.D., M.P.H. Lani Wheeler, M.D. Division of Adolescent and School Health National Center for Chronic Disease Prevention and Health Promotion Sarah A. Kuester, M.S., R.D. Division of Nutrition and Physical Activity National Center for Chronic Disease Prevention and Health Promotion Linda Pederson, Ph.D. Office on Smoking and Health National Center for Chronic Disease Prevention and Health Promotion Corinne Graffunder, M.P.H. Neil Rainford, M.H.S.E. Division of Violence Prevention National Center for Injury Prevention and Control David Sleet, Ph.D. Division of Unintentional Injury Prevention National Center for Injury Prevention and Control In collaboration with Steven H. Kelder, Ph.D., M.P.H. University of Texas Health Science Center-Houston School of Public Health Center for Health Promotion and Prevention Research RESOURCES – Page 35 www.cdc.gov/HealthYouth/Injury HHS logo CDC logo www.cdc.gov/HealthyYouth/Injury www.cdc.gov/HealthyYouth/PhysicalActivity HHS logo CDC logo www.cdc.gov/HealthyYouth/PhysicalActivity www.cdc.gov/HealthyYouth/Nutrition HHS logo CDC logo www.cdc.gov/HealthyYouth/Nutrition www.cdc.gov/HealthyYouth/Tobacco HHS logo CDC logo www.cdc.gov/HealthyYouth/Tobacco www.cdc.gov/HealthyYouth/Ashtma HHS logo CDC logo www.cdc.gov/HealthyYouth/Asthma School Health Policies and Programs Study 2000 Data Relating to Asthma Management Percent of schools that have: Nebulizer available 13% Peak flow meter available 27% Full-time or part-time health aidec 33% Tobacco-free policy 45% Consulting physician available 48% Nurse to studio ratio 1:750 or better 53% Allow self-administratered inhaler 78% Full-time or part-time school nurse 86%