Local School Wellness Policies and Related News

One section of the Child Nutrition and WIC Reauthorization Act of 2004 requires that all school districts that participate in the National School Lunch Program have local wellness policies by July 1, 2006. The School Nutrition Association (formerly ASFSA) has put together tools to help assist the school community in dealing with this new requirement.

Well Done! School Nutrition Professionals Put Wellness Policies to Work
This spring 2008 publication from the School Nutrition Association provides inspiration and practical ideas for all in the school community who are committed to fostering healthy eating habits in children. School nutrition professionals from districts of all sizes and all across the country share experiences relating to gaining support from principals, teachers, parents and students; establishing cafeteria-based nutrition education programs; finding products to meet new nutrition standards; developing staff wellness programs and making operational changes.

From Cupcakes to Carrots: Local Wellness Policies One Year Later (in Adobe Acrobat format)
This report released in September 2007 tracks implementation progress of wellness policy topics including nutrition education, physical activity and nutrition guidelines. Of the 97% of school districts that addressed nutrition standards for National School Lunch Program meals in their wellness policies, more than 92% state that they have completed implementation.

SNA Local Wellness Policy Guidelines (in Adobe Acrobat format)
The School Nutrition Association's Executive Board and Nutrition Committee have unanimously approved the Local Wellness Policy Guidelines. The Guidelines serve as a tool to use when creating local wellness policies for your school districts.

Foundation for the Future: Analysis of Local Wellness Policies from the 100 Largest School Districts (in Adobe Acrobat format)
On October 10, 2006, SNA released a report summarizing the characteristics of the wellness policies approved by the 100 largest school districts by enrollment.

Foundation for the Future II: Analysis of Local Wellness Policies from 140 School Districts in 49 States (in Adobe Acrobat format)
The above report was followed by a second report released in December 2006 examining wellness policies approved by a wide variety of school districts in 49 states.

Local Wellness Policies Frequently Asked Questions
Look here for responses to our most frequently asked questions.

Sample Wellness Policies
We are in the process of collecting and analyzing policies which will provide us with a national picture of local wellness policy development to help us better serve our members. We ask that you submit your approved local wellness policy to us by fax at 703-739-3915 or email Alexis Steines. These samples are for your consideration and may be used as a resource in the development or implementation of your local wellness policy.

Overview of the Local Wellness Policy Presentation
Use this PowerPoint presentation to bring yourself and other school administrators up to speed about what the law requires and what your district needs to do about it.

Resources
Several states have enacted competitive foods guidelines. In addition, several third party organizations also have compiled lists of nutritious snacks and beverages for à la carte lines and vending machines. Refer to the resources for more information about Local Wellness Policy Development and Implementation, Healthy School Environment, Nutrition Education, Fundraising in Schools, and Nutrition Guidelines."

Details of the Law
The new law says that, at a minimum, the local policies should include:

• goals for nutrition education, physical activity, and nutrition guidelines selected by the local educational agency for all foods available on each school campus;
• establish a plan for measuring implementation of the local wellness policy;
• and involve parents, students, representatives of the school food authority, the school board, school administrators, and the public in the development of the school wellness policy.

The new law does not say what the details of the local policy should be, but does require that the policies be adopted by the first day of the 2006 school year. To meet this date, school districts should begin their process this year. That process must include forming the task force or working group described in the law to develop the local policy. The law requires that the group include a representative of the school food program. This offers a leadership opportunity for school food service professionals.
http://www.asfsa.org/Content.aspx?id=8504

-submitted by Jennifer Warburton, Taconic PTA Health and Wellness Chair

10 Things a PTA Can Do to Improve Physical Activity in Schools

Improving Opportunities for Physical Activity at School: 10 Things PTAs Can Do

1. Provide pedometers for a "steps" contest—give an award to the parent, teacher, student and staff member who takes the most steps in a given month.
2. Bring teachers, parents and students together in an after-school walking, biking, running or skating club.
3. Encourage parents to volunteer to walk groups of students to school on a rotating basis.
4. Give parents information about community physical activity resources (such as programs at the local YMCA).
5. Raise funds for school athletic equipment (see the ideas for healthy fundraisers in this notebook).
6. Plan group activities for your PTA that involve fitness (e.g., a walking meeting with the principal).
7. Find creative ways to make PTA fundraising activities active: sell services like raking leaves and shoveling snow.
8. Take a look at your school’s playgrounds and athletic facilities. Test the equipment. Does your school do a good job of providing students with an environment that promotes physical activity?
9. Partner with local organizations to provide after-school activities in your school’s athletic facilities.
10. Be advocates for recess and physical education. Parents’ concerns and ideas are valuable—talk to your principal and other school leaders about the importance of incorporating at least 30 minutes of physical education run by accredited professional instructors, into
    every school day.

*** This information was brought to you from the Healthy Lifestyles at Home and School notebook, created in partnership with Parents' Action for Children.

http://www.pta.org/topic_10_things_a_pta_can_do_to_improve_physical_activity_%20in_schools.asp


You may also write to congress to support the "FIT Kids Act" via the following link:

http://www.richardsimmons.com/j15/index.php?option=com_content&task=view&id=249&Itemid=99999

Free Asthma Screenings Are Coming in May

During May, adults and children with breathing problems can find out if they have asthma during the 11th Annual Nationwide Asthma Screening Program, sponsored by the American College of Allergy, Asthma and Immunology (ACAAI). In addition to identifying people who might be at risk for asthma, the screening program allows those who already know they have asthma to talk with an allergist about their disease and learn how to keep symptoms under control.
Allergists, working with community physicians and allied health professionals, will conduct the free asthma screenings at shopping malls, civic centers, health fairs and other accessible locations throughout the country. The screening program will also focus on increasing awareness of asthma in children under age 5.
As part of the screening, adults will complete a 20-question Life Quality (LQ) Test developed by ACAAI for the program. Children under age 15 will take a special test called the Kids’ Asthma Check. Another version of the Check is available for parents of children up to age 8 to complete on their child’s behalf. Participants also will take a lung function test and meet with an allergist to determine if they should seek a thorough examination and diagnosis.
For a list of asthma screening locations and dates or to take online versions of the LQ Test and Kids’ Asthma Check, visit http://www.acaai.organd click on Member Information. Screening locations and dates will be available at this site beginning April 11.

House Committee Investigates Mismanagement of Reading First

On Friday, April 20, the House Education and Labor Committee raised questions about mismanagement by the Department of Education in running the Reading First program. The reading initiative was established during the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA-NCLB), aimed at improving literacy among at-risk children. Despite the possible ethical violations in the administration of the program, it has helped participating students improve their reading skills by over 15 percent.
Though the program has been a success, Congress is scrutinizing possible conflicts of interest by experts involved in both the assessment and the reading initiative's implementation. Additional allegations have been made that those in charge of selecting the materials required for the program are also selling the materials themselves, creating a certain profit with material that may not be the most beneficial to students.
The Education and Labor Committee will continue to scrutinize these practices as they prepare legislation for the reauthorization of ESEA-NCLB. As noted by Chairman George Miller of California during the hearing "There is no question that this mismanagement and these conflicts of interest undermined the program and the public's confidence in it. In reauthorization, this committee will act on legislation to explicitly prohibit these types of conflicts."

House Committee Holds Hearing on Supplemental Education Services

On Wednesday, April 18, the House Education and Labor Committee held a hearing to investigate the effectiveness of supplemental education services (SES) under the No Child Left Behind Act. SES has been a controversial topic as Congress looks to reauthorize the Elementary and Secondary Education Act, reauthorized as the No Child Left Behind Act (NCLB) in 2001, and parent involvement appears to be at the heart of the controversy.
Under NCLB, students attending public schools that have not made adequate yearly progress (AYP) for three consecutive years have the right to take advantage of free supplemental educational services, such as private tutoring. However, reports have highlighted a lack of parental awareness regarding these options, meaning eligible students do not have the chance to take advantage of these benefits under the law.
Testifying before the committee, Cornelia Ashby, Director of Education, Workforce, and Income Security Issues at the Government Accountability Office, said that "part of the problem is parental notification." Parents may not understand what SES is and what it provides, she said, adding that "states need to help districts to better notify parents."
"The SES participation rate increased from 12 to 19 percent of eligible students between school years 2003-2004 and 2004-2005," said Ashby. "While districts have provided written information notifying parents of SES and taken other actions to encourage participation, challenges remain, such as notifying parents in a timely and effective manner."
Additionally, Chairman Dale Kildee of Michigan recognized the need to ensure proper funding is given to every school to provide these services and that without such funding, SES will certainly fail. In his opening statement, Kildee stated "We owe it to our children to ensure that their schools have the resources and support to provide them with the education they need and deserve."
The PTA Legislative Initiative for reauthorizing NCLB calls on schools and districts to do a better job in notifying parents about SES services. The law needs to create an incentive for schools to encourage student participation in these support services. Whether it's through a tutoring service or through an afterschool program, supplemental education services need to be widely available and advertised as such so that all students have extra support to achieve academic success.

April Is National Child Abuse Prevention Month

It shouldn't hurt to be a child. Unfortunately, many children suffer physical and emotional abuse and neglect in homes where parents have substance-abuse problems, lack child-rearing skills, or become simply overwhelmed by the challenges of raising a family. There are many ways to intervene to help parents who are struggling-and who might take their frustrations out on their children.One way that other parents can help is to provide support. We all need social connections to emotionally supportive friends, family, and neighbors. Research has shown that parents who are relatively isolated stand a greater risk of abusing or neglecting their children. Look for ways to include families in community activities or social events. Reach out and offer a sympathetic ear. You'll be helping a child and may earn the gratitude of an entire family. For more information on how to make those social connections to families in trouble, visit www.childwelfare.gov

Teaching Kids Responsibility

As parents, one of your many duties includes preparing your children to become responsible adults. Teaching responsibility to a child can begin at an early age. For example, children as young as two can perform simple tasks, such as putting clothes in a hamper or putting away their books. Children this age have a lot of energy and may be eager to help, which will help set them on the path toward a lifetime of responsible behavior.When children reach an age where procrastination takes the place of enthusiasm, the solution is not to offer them money as an incentive to do their regular chores or schoolwork. Rewarding children with money will teach them to expect financial rewards every time they do what is expected of them. Parents should give children a reasonable allowance that is separate from their tasks and only provide more when their child does something extra. To promote financial responsibility, parents can encourage their children to be involved in spending and saving the money they earn.Parents can teach children that being responsible means recognizing that everyone has to contribute, whether at home or in school. Here are some ways parents can promote responsibility:
Clearly state expectations.
Model the behavior you want your children to adopt.
Assign chores and assist your children with them until they learn how to do them.
Give children tasks that are fun; it may be helpful to let them have a voice in determining what their normal chores will be.