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PLANNING SUSTAINABLE PROGRAMS TO POSITIVELY INFLUENCING STUDENT EATING HABITS TO ATTAIN POSITIVE ACADEMIC OUTCOMES IN C

PLANNING SUSTAINABLE PROGRAMS TO POSITIVELY INFLUENCING STUDENT EATING HABITS TO ATTAIN POSITIVE ACADEMIC OUTCOMES IN CLOVIS UNIFIED SCHOOL DISTRICT . HUMAN RESORCES. Principal Investigator: Klaus Tenbergen - Student, Doctoral Program in Educational Leadership at Fresno State (DPELFS)

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PLANNING SUSTAINABLE PROGRAMS TO POSITIVELY INFLUENCING STUDENT EATING HABITS TO ATTAIN POSITIVE ACADEMIC OUTCOMES IN C

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  1. PLANNING SUSTAINABLE PROGRAMS TO POSITIVELY INFLUENCING STUDENT EATING HABITS TO ATTAIN POSITIVE ACADEMIC OUTCOMES IN CLOVIS UNIFIED SCHOOL DISTRICT

  2. HUMAN RESORCES Principal Investigator: Klaus Tenbergen - Student, Doctoral Program in Educational Leadership at Fresno State (DPELFS) Facilitator: Dr. Walter L. Buster – Director Central Valley Educational Leadership Institute and Professor California State University, Fresno Collaborators: Terry Bradley, Ed.D. – District Superintendent, Clovis Unified School District Michael Johnston – Assistant Superintendent / Business Services, Clovis Unified School District

  3. Cooperators: Robert Schram - Director Campus Catering, Clovis Unified School District Nancy Whalen - Registered Dietitian, Clovis Unified School District Nancy Mealer - Program Manager, Health & Wellness, Clovis Unified School District Advisors: Sandy Witte, PhD, RD Associate Dean of Academic Affairs, College of Agricultural Sciences and Technology (CAST), California State University, Fresno Lisa Herzig, PhD, RD, CDE Department of Food Science and Nutrition, California State University, Fresno Mollie Smith, MS, RD Department of Food Science and Nutrition, California State University Fresno

  4. HYPOTHESIS Students eligible for federal free or reduced school lunch program do not achieve high scores during physical fitness testing and are also obese.

  5. PROJECT SUMMARY This project was created to assess the critical issues of physical fitness and nutritional health in the Clovis Unified School District. This project brings together educators, health advocates, Foodservice, and administrators. The mission is to look at existing programs and policies, which are related to the obesity rates in Clovis Unified School District. Under the leadership of Terry Bradley, Ed.D. – District Superintendent, Clovis Unified School District, this “Wellness Task Force” is committed to catalyzing better health outcomes for Clovis Unified School District children and communities through the deployment of three unique strategies:

  6. ETHNIC BREAKDOWN American Indian/Alaskan Native: 1.1% Asian: 13.3% Pacific Islander: 0.2% Filipino: 1.5% Hispanic/Latino: 23.0% African American: 3.5% White: 52.5% Other/Declined to State: 4.8% Source: http://www.jftk-ca.org/ retrieved on January 26, 2008

  7. DISTRICT SUMMARY

  8. Consulting Fees

  9. Executive Summary • Responding to these issues requires that all parts of these ideas are connected. Thinking several steps ahead and anticipating consequences of not implementing what is needed is a key point of the success of this project. • We should not seek the perfect solution, but rather move forward with open eyes, which could be a balancing act. • I hope that my findings will encourage positive discussion. Note that this work represents opinions rather than observation of practices. Readers are cautioned not to leap to any conclusions about program efficacy from the analyses.

  10. Recommendations • The implementation of the program should be a collaborative effort of the group of professionals at Clovis Unified School District, to solve the problem most critical to student learning / outcome by addressing obesity. Collaboration could possible be expanded into Fresno, Sanger and Central Unified School District. • External Funding should be thought to implement and approve the existing program. • The real question is how much you prepared to change? • Project should be broken down into: • Elementary Schools (K-6) • Intermediate Schools (7-8) • High Schools ( 9-12)

  11. REFERENCES • California Teen Eating Exercise and Nutrition Survey (CalTEENS). 2000; Public Health Institute; www.phi.org. • California Physical Fitness Testing. 2003; California Department of Education; www.cde.ca.gov. • California High School Fast Food Survey. 2003; Samuels & Associates and Public Health Institute; www.phi.org. • School Health Policies and Programs Study (SHPPS). September 2001; Centers for Disease Control and Prevention; Journal of School Health, Volume 71, Number 7. • High School Principal Survey Report: Food and Fundraising. 2001; Samuels & Associates, Oakland, CA. • California Code of Regulations, Title 5, sections 15500 and 15501. • US Public education: Commercial activities in schools. Report to congressional requesters. 2000; US General Accounting Office, GAO/HEHS-00-156.

  12. Bogden, J.F., “Fit, Healthy, and Ready to Learn: a School Health Policy Guide,” NASBE, Alexandria, VA: 2000. • Tufts University, Center on Hunger, Poverty, and Nutrition Policy, Statement on the Link Between Nutrition and Cognitive Development in Children, Medford, MA: 1994. • Pollitt, E., “Does breakfast make a difference in school?” Journal of the American Dietetic Association, October, 1995; 95(10): 1134-9. • Troccoli, K.B., Eat to Learn, Learn to Eat: The Link Between Nutrition and Learning in Children, Washington, DC: National Health/Education Consortium, 1993. A summary appears in: ERIC Clearinghouse on Elementary and Early Childhood Education, “Children’s nutrition and learning,” ERIC Digest, Urbana, Illinois, ED 369579, June 1994. • Murphy, J., Pagano, M., Nachmani, J., Sperling, P., Kane, S., and Kleinman, R, “The relationship of school breakfast to psychosocial and academic functioning.” Archives of Pediatric Adolescent Medicine, 1998, 152, 899-907. • Minnesota Department of Children Families and Learning, “School breakfast programs energizing the classroom,” 1998.

  13. Public Media Center and California Food Policy Advocates, ”Breakfast First, Food for Hungry Minds,” 1998. • Meyers, A.F. et al., “School breakfast program and school performance,” American Journal of Diseases of Children, 1989; 143:1234-9. • Symons, C.W., Cinelli, B., James, T.C., Groff, P, “Bridging student health risks and academic achievement through comprehensive school health programs,” Journal of School Health, 1997; 67(6):220-227. • Kolbe L.J., Green L, Foreyt J. et al., “Appropriate functions of health education in schools: improving health and cognitive performance,” Krairweer, N., Arasteli, J., Cataldo, M., eds., Child Health Behavior: A Behavioral Pediatrics Perspective, John Wiley, New York, NY, 1986. • Sallis, J.F. et al., “Effects of health-related physical education on academic achievement: Project SPARK,” Research Quarterly for Exercise and Sport, 1999; 70(2), 127-134.

  14. Shephard, R.J., “Curricular physical activity and academic performance,” Pediatric Exercise Science, 1997; 9:113-126; • Shepard, R.J., Volle, M., Lavallee, H., LaBarre, R., Jequier,J.C., and Rajic, M., “Required Physical Activity and Academic Grades: A Controlled Longitudinal Study,” In Children and Sport, ed. Llmarinen and Valimaki, Berlin: Springer Verlag, 1984; 58-63. • California Department of Education, “The Relationship Between Physical Fitness and Academic Achievement,” 2001 PFT/SAT-9 Study, Sacramento, CA., 2002. • http://www.phi.org/pdf-library/FoodOnRunPractices.pdf • http://www.jftk-ca.org/ • Participant survey partly adapted from: dhfs.wisconsin.gov/health/physicalactivity/pdf_files/FitWICparticipantsurvey.pdf

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