1. CATCH: Coordinated Approach to Child Health

2. Why CATCH? Obese Children and Adolescents: NHANES
Equal or greater than 95% age/sex CDC Growth Charts
Script: Okay, keeping our basic assumption in mind, take a look at this graph. This shows the obesity statistics for kids and teenagers over the last 40+ years. Notice that the rates were right around 5% back in the 60’s and 70’s, and that’s the goal – we don’t want any more than 5% of the youth population to be in that obese category. However, you see in the 80’s those rates start going upwards. It leveled off just a bit in the early 2000’s, but even now it’s still slightly increasing. The latest numbers we have are from 2006 and the nationwide average is about 18-19% of our kids are in that obese range.
So, thinking about that assumption, what are some things that have happened in our environment to contribute to this increase? <Get input from participants. Responses may include: fast food, computers/video games, single parent homes, less physical activity, safety concerns, processed foods, etc. Acknowledge the important factors that participants have mentioned.>
You all hit the nail on the head, all these things you’ve mentioned have contributed to this obesity problem. You mentioned both sides of the key equation: diet – energy in, and physical activity – energy out. Now let’s take a look at some specifics about both sides of that equation.
Sources: Medline, 2006;
Ogden et al. JAMA;195: ; Hedley et al. JAMA;291: ;
Ogden et al., 2008; Ogden et al., 2010; Ogden et al., 2012

3. Obesity Trends* Among U.S. Adults BRFSS, 1990, 1999, 2008
Script: So, looking back over the years…back in the early 1990’s, all the states are in the blue colors. By the end of the 90’s, about half the states are above the 20% level. And, now in the late 2000’s, almost all the states are at 20% or greater in terms of obesity rates.
Now then, this all happened over the last 20+ years. So, as we think about changing this trend, it’s important that we realize that it’s not going to change overnight. It’s going to take time to reverse this trend. And that brings us to our second assumption…
(*BMI 30, or about 30 lbs. overweight for 5’4” person)
No Data <10% %–14% %–19% %–24% %–29% ≥30%
Source: CDC Behavioral Risk Factor Surveillance System

4. Why CATCH? Because it works!
CATCH components:
demonstrated an increase in vigorous physical activity levels and activity time after school and on the weekend;
have shown a decrease in TV watching and sedentary activities;
have shown improvements in standardized test scores;
demonstrated effects in increasing bone density (e.g., stiffness index).
The CATCH components have shown positive results in health behaviors, including: highlight information in the bullets.

5. What is CATCH & Coordinated School Health?
A process which brings a school community together to teach children to be healthy for a lifetime.
CATCH
A fun and exciting program that promotes physical activity and healthy food choices.
A coordinated and doable program that will be implemented campus-wide!
Because of the current obesity crisis, TEA has mandated that all elementary and middle schools select and implement a coordinated school health program. You’ve probably heard the term “Coordinated School Health,” but what does that actually mean? It is a process that brings folks in a school together to coordinate their efforts to teach kids to be healthy for a lifetime. CATCH (Coordinated Approach to Child Health) is an example of a Coordinated School Health Program. It helps create an atmosphere where students see, hear, plan and act with regard to their health habits. Read slide for CATCH definition.

6. Model for Impact: Whole School, Whole Community, Whole Child Framework
Script: So, all this brings us to this Whole School, Whole Community, Whole Child Framework. Recently the Coordinated School Health Model was updated and expanded to reflect more pieces of the puzzle that really help support learning, health and wellbeing. CATCH fits extremely well into many aspects of this whole school, whole child framework. The idea is that we get folks from all these different areas working together to create and support that healthy learning environment for kids.
The CDC’s Whole School, Whole Community, Whole Child (WSCC) Framework expands on the 8 elements of the Coordinated School Health Model (Health Education; Physical Education; Health Services; Nutrition Services; Counseling, Psychological, and Social Services; Healthy and Safe School Environment; Staff Wellness; Family/Community Involvement) to include Social & Emotional Climate and a greater focus on community involvement.

7. Why Coordinated School Health? Students who are healthier have…
Better Academic Performance
Class grades
Standardized test scores
Graduation rates
Better Education Behavior
Attendance
Drop-out rates
Behavioral problems
Better Cognitive Skills
Concentration
Memory
Script: The evidence is growing and firmly supports that healthy kids are better learners. Summarize bullets. Bottom line: healthy kids are better learners.
NOTE: Call attention to where this information comes from. A lot of folks are interested in obtaining this document. Source: Centers for Disease Control and Prevention. (2014). Health and Academic Achievement. Retrieved from
Script: Now, let’s look at some specific data that supports these claims.
Source: Centers for Disease Control and Prevention. Health and Academic Achievement. (2014)

8. Better Physical Fitness = Better Test Scores
Script: This graph shows that students that are classified as the most fit scored higher on the TAKS test (Texas’ state test at the time) than students who were less fit. The difference actually comes out to around 10%. Kids that are more physically fit scored 10% better than less fit kids. Think about it, it you went to your principal and said, “Hey, I’ve got something that can increase our scores 10%.” do you think he/she would be interested? Yeah, they would!
Source: Van Dusen et al, Associations of physical fitness and academic performance among schoolchildren. Journal School Health. (2011)

9. Better Nutrition = Better Test Scores
Script: The research supporting healthy nutrition and better test scores has been around for a while. This data comes from California and basically shows that kids that eat breakfast at school performed much better on the state test than others who did not eat breakfast. Or
Script: The axes tell us that they calculated the percent of students in school who ate breakfast and the amount of change in the California Student Achievement Test by section (reading, language, and math). What this shows us is the greater percentage of students who at breakfast, the more positive change in the SAT scores.

10. Better Physical Fitness = Better Attendance
Total Fitness and Absences, Grades 3-12
Source: Austin Independent School District. E-Team Report: DPE Publication Number May 2009
Script: Across grades 3-12, a significant linear relationship was found between students’ total fitness scores and attendance. Students who had higher total fitness scores were absent fewer days than students who had lower fitness scores. This significant association persisted across school level – at all grade levels, as fitness levels increased, absences decreased. Why are absences important to a principal or administrator? (Money!) Again, if you could potentially reduce absences by almost 10% don’t you think folks would be interested in that?
Fitnessgram comprises 6 separate indicators of student fitness: (a) BMI, (b) aerobic/cardiovascular capacity, (c) abdominal strength, (d) upper body strength, (e) endurance, and (f) flexibility. The total fitness score is the number of indicators on which students scored in the healthy zone.
Source: Austin Independent School District. E-Team Report: DPE Publication Number May 2009

11. Coordinated School Health = Higher Graduation Rates
Script: In Tennessee, they have had a statewide CSH effort going on for quite some time. This graph shows that the schools who have been implementing CSH programs had higher graduation rates than schools who were not implementing CSH.
Source: State of Tennessee

12. CATCH Coordinated Framework
CATCH Team & Coordination Guide
Physical Education
Nutrition Services
Classroom Education
Family Education
Before & After School
Activity Breaks
Environments directly shape behavior!

13. District Goal
To have schools where everyone is working together and speaking a common language that creates and maintains a healthy school environment.
Script: Again, the overall goal here is to create a healthy learning environment for everyone by working together and speaking a common language about health and wellness on a campus.

14. The “Language of CATCH”
CATCH blends coordination throughout multiple components by using consistent language.
GO, SLOW, & WHOA Foods
CATCH MVP

15. GO – SLOW – WHOA
GO foods are lower in fat, and/or added sugar, and/or they are less processed relative to foods in the same food group and are commonly described as ‘whole foods’.
SLOW foods are higher in fat, and/or added sugar, and may be more processed than GO foods.
WHOA foods are highest in fat, added sugar, and/or are the most

16. Practice healthy habits
CATCH MVP School
Aims to achieve healthy behaviors and positive outcomes in the following areas:
Move and stay active
Value healthy eating
Practice healthy habits

17. Zero In Activity Break (a math break)
Equipment: Card stock/piece of paper with a number or equation
Organization:
Students stand at their desks.
The teacher should prepare several cards/pieces of paper with a number or equation (e.g., 283; 50 x 7).
Description:
The object of this activity is for 1 student to correctly guess a number with the aid of his or her classmates.
The student does this by receiving movement clues from the class until she or he has “zeroed in” on the correct number.
Select 1 student to come to the front and stand facing the class.
The teacher stands behind the student and holds up the equation/number card for the rest of the class to see (without the student in the front of the class seeing the card).
Direct the student to call out a number between 1 and 500 (or an alternative range based on the identified number or equation answer).
The class helps the student “zero in” to guess the number on the card by squatting if the student needs to guess lower or jumping up and down if the student needs to guess higher.
Based on these responses from the class, the student continues to call out numbers until he or she correctly guesses the number.

18. Who’s involved? EVERYONE
Everyone has a role and resources to use in implementing CATCH on the campus.
The CATCH Team
The CATCH Team mobilizes the school community and guides the process.
The CATCH Champion:
Leader of the CATCH Team
Keeper of the CATCH materials/resources
Charged with keeping the CATCH ball rolling
Script: So, who’s involved? EVERYONE! Each person on a campus has a role as well as resources to use in order to be involved in this coordinated effort. Each person has one piece to the puzzle and together those pieces coordinate and fit together to create that big picture of a healthy school environment.

19. What are the resources? The CATCH Program Materials Procedure:
1) If available, direct participants’ attention to the display of CATCH materials.
Script: What are you going to use? What will you have available to help support a healthy environment? Everything you see here are the resources available with CATCH. Materials for just about everyone on a campus to do their part and be involved in this effort, because remember it’s not about adding more to your workload. It’s about everyone doing their little part and together it making a big difference.

20. Child Nutrition Materials
Script: The Child Nutrition materials include the Eat Smart Guidebook and Coordination Folder. Each of these materials offer concrete ways for child nutrition to support and promote healthy eating, and really coordinate efforts with the rest of the school.
Eat Smart Guidebook & Coordination Folder

21. K-8 Classroom Materials
Script: The K-8 Classroom materials include the Classroom Curriculum and Coordination Folder.

22. Specialized & Support Staff Materials
Script: The Specialized and Support Staff Materials include the P.A.S.T and F.A.C.T.S curriculum supplements (which are often used by nurses or counselors) as well as a Coordination Folder.
Coordination Folder & Classroom Supplements

23. Parent Leader & Family Materials
Script: The Family Materials include the Classroom Curriculum and Coordination Folder. Within the classroom curriculum there are interactive assignments and activity packets designed for families to participate in and learn about together as a team.
Coordination Folder & Home Team Materials

24. Coordination Folder & PE Activity Boxes and Guidebook
CATCH PE Materials
Script: The PE Materials include the K-2 & 3-5 Activity Boxes, PE Guidebook and Coordination Folder.
Coordination Folder & PE Activity Boxes and Guidebook

25. The CATCH Resources To review:
All CATCH Program Materials are designed to promote physical activity and healthy eating.
Everyone has materials and resources to get involved!
Script: As a review, ALL CATCH program materials are designed to help meet your coordinated school health initiative. The “language of CATCH” is blended throughout the CATCH materials and each area has their own resources to promote and support eating healthy and being physically active.

26. How do the schools coordinate their efforts? The CATCH Coordination Kit
The Coordination Kit is a “roadmap” to help organize the CATCH Team and campus efforts.
There are 6 Six-Week Themes in the Coordination Toolkit that focus implementation on a common
school-wide initiative.
Each 6 weeks/theme, everyone has doable tasks/initiatives to implement campus-wide.

27. CATCH Coordination Kit
CATCH Team Coordination Guide
Guides the CATCH Team in implementing CATCH campus-wide.
CATCH Coordination Folders
Provide tasks and resources for the 6 component areas: Principals & Administration, Classroom Teachers, Child Nutrition Services, PE, Parent Leaders and Specialized and Support Staff.

28. District Goal: To have all schools…
Speaking a Coordinated Language
GO, SLOW, WHOA
CATCH MVP
Utilizing the CATCH Resources
CATCH Component Materials
Eat Smart Guidebook, PE Activity Box & Classroom Lessons
CATCH Coordination Kit
Team Coordination Guide
Component Specific Coordination Folders

29. Let’s Make the Healthy Choice Easy!
Promote Coordinated School Health/CATCH Teams
Model healthy behaviors
It takes EVERYONE working together!
Specific examples:
Promote CSH/CATCH Team:
Showcase CSH Team activity on district website
Designate a district level staff person to oversee and support campus level teams.
Model healthy behaviors:
Drink water in the hallways
Eat in the cafeteria
Implement your component specific tasks:
Incorporate activity breaks into your lesson plans
Declare your classroom a healthy zone