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Taking The First Steps. Presentation by: Susan Magrann, MS, RD Nutrition Education Consultant Network for a Healthy California Valerie Parsons, MA, M.Ed Program Coordinator Network for a Healthy California Monrovia Unified School District.

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Taking The First Steps

Presentation by:

Susan Magrann, MS, RD

Nutrition Education Consultant

Network for a Healthy California

Valerie Parsons, MA, M.Ed

Program Coordinator

Network for a Healthy California

Monrovia Unified School District

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


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Action Plan Step 1:Review School Wellness Policy

  • Determine the requirements for nutrition education.

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

  • Identify key partners.

    Webinar on June 2, 2011

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


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Action Plan Step 2:Nutrition Instructional Guidance Documents

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

  • Review the Nutrition Competencies (NC)


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Question

In what way is learning how to eat healthy similar to learning how to safely drive a car?


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Teacher Training

  • Basic Nutrition

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


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Impact Evaluation Results

Impact of Knowledge-based Nutrition Education vs.

Standards-based Nutrition Education Aproach

Units of Change

  • Legend:

  • Pre-post mean difference 2006-07

  • Pre-post mean difference 2007-08

Source:Monrovia Unified School District


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California Health Education Content Standards

Content Areas:

  • Nutrition and Physical Activity

  • Growth, Development, and Sexual Health

  • Injury Prevention and Safety

  • Alcohol, Tobacco, and Other Drugs

  • Mental, Emotional, and Social Health

  • Personal and Community Health


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Overarching Health Education Content Standards

Knowledge:

  • Essential Health Concepts

    Skills:

  • Analyzing Health Influences

  • Accessing Valid Health Information

  • Interpersonal Communication

  • Decision Making

  • Goal Setting

  • Practicing Health-Enhancing Behaviors

  • Health Promotion


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Nutrition Competencies

Aligned with the

California Health Education

Content Standards


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Relationship Between Standards, Frameworks & Competencies

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

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

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


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Overarching Nutrition Competencies

Refer to page 2 of the

Nutrition Competencies


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Grade Level Standards

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

  • Developmentally appropriate at each grade level.

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


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Essential ConceptsNutrition and Physical Activity

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

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

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

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



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Essential Nutrition Concepts

  • Know the six nutrients and their functions.

  • Know nutrition and health guidelines.

  • Know factors affecting energy balance.

  • Describe how nutritional needs vary throughout the life cycle.

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


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Essential Concepts (continued)

  • Explain the influence of nutrition and physical activity on health.

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

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


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How are Skills Acquired?

Knowledge + Skills +

Practice + Reinforcement

=Success



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Name the CompetenciesNutrition Competency

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


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Name the CompetenciesNutrition Competency

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


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Name the CompetenciesNutrition Competency

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


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Name the CompetenciesNutrition Competency

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


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Name the CompetenciesNutrition Competency

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


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Name the CompetenciesNutrition Competency

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

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


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Name the CompetenciesNutrition Competency

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


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Name the CompetenciesNutrition Competency

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



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Standards-based Competencies

Health

Instruction

helps

students

engage in

healthy

behaviors


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Healthy Students, Ready to Learn Competencies

The

End


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