1. Healthy Kids, Successful Learners
Appoquinimink School District Wellness Policy

2. Our Wellness Policy Why do we have it? What does it say?
How are we implementing it?
How can I find out more/get involved?

3. Why do we have a wellness policy?
Healthy Kids are Better Learners
Research strongly supports that healthy, fit kids:
Stay more focused and on-task
Achieve higher standardized test scores
Have higher student attendance
Have less behavior incidences

4. National studies have shown the correlation between physical fitness and academic achievement.
Data from California

5. Physical Fitness, Academic Achievement and Student Behavior Outcomes in Delaware Public Schools, SY
The Delaware Department of Education (DOE) and Nemours Health & Prevention Services (NHPS) has enjoyed an ongoing research collaboration to analyze and monitor Delaware students’ physical fitness levels (as measured by FitnessGram® 9). FitnessGram® is a health-related fitness assessment tool developed by the Cooper Institute.
In June 2012, test data from both Eschoolplus and the Fitnessgram were analyzed.

6. The data from this study suggests that there is a clear and consistent relationship between academic achievement (as measured by DCAS math and reading scores) and fitness levels (as measured by performing within HFZ) among students in Delaware.
**This is the case for all the grade levels included in the analyses (grades 4, 7, and 9/10).
In addition, there is a clear and consistent relationship between fitness and student behaviors such as school attendance and reduced suspension days
The complete study, data, results, and graphs may be found on:

7. Delaware: 4th Grade Academic Benefits: DCAS Reading Scores by Fitness Level
The analysis shows a significant (p<0.0001) linear relationship between academic achievement scores and students’ fitness levels after controlling for the students’ gender, race, family income and school district.
Figures 5 through 10 show that as fitness levels increase, the percentage of students within each fitness level achieving the “Advanced” performance level for math and reading also increases; while the percentage of students achieving at the “Well below the standard” academic category decreases. This is the case for all grades included in the analysis examining the relationship between academic achievement and fitness levels (grades 4, 7 and 9/10). The same is true for both reading and math performance, although the slopes are slightly different. The percentages in figures 5 through 10 refer to the percentage of students within each fitness category who are achieving in the highest (“Advanced”) or lowest (“Well below standard”) academic achievement levels on the DCAS for math and reading. NOTE that the percentages in the figures do not add up to 100% because students within each of the fitness categories who scored in the two other academic achievement levels (“Below standard” and “Meets standard”) were not included in the graphical representation, this was for purposes of brevity and graphical simplicity.
Figure 1: Within each HFZ*, the percentage of 4th grade students achieving “Advanced” performance level on DCAS reading test, SY 201011 (n=11,248)
Figure 2: Within each HFZ*, the percentage of 4th grade students achieving “Well below the standard” performance on DCAS reading test, SY 201011 (n=11,248)
*Healthy Fitness Zone, FitnessGram

8. Delaware: 4th Grade Academic Benefits: DCAS Math Scores by Fitness Level

9. Delaware: 7th Grade Academic Benefits: DCAS Reading Scores by Fitness Level

10. Delaware: 7th Grade Academic Benefits: DCAS Math Scores by Fitness Level
*Healthy Fitness Zone, FitnessGram

11. Delaware: 9th-10th Grade Academic Benefits: DCAS Math Scores by Fitness Level

12. Conclusion of DOE/NHPS study
The study, which analyzed records of more than 80,064 students in Delaware, indicates that students who are more physically fit perform significantly better in both reading and math. Further, students who are less physically fit exhibit significantly lower scores in these subjects and also have more suspension days and absenteeism.

13. However….
Data show that a large number of adults and children in Delaware (and the nation) are not healthy and fit
Childhood obesity rates are alarming
Fitness levels are not good
Eating habits are poor

14. Delaware: 9th-10th Grade Academic Benefits: DCAS Reading Scores by Fitness Level

15. Obesity Trends* Among U.S. Adults BRFSS, 1990, 1999, 2009
(*BMI 30, or about 30 lbs. overweight for 5’4” person)
1990
1999
2009
Adult data
No Data <10% %–14% %–19% %–24% %–29% ≥30%

16. Prevalence. of Self-Reported Obesity Among U. S
Prevalence* of Self-Reported Obesity Among U.S. Adults by State and Territory, BRFSS, 2013
*Prevalence estimates reflect BRFSS methodological changes started in These estimates should not be compared to prevalence estimates before 2011. CA MT ID NV UT AZ NM WY WA OR CO NE ND SD TX OK KS IA MN AR MO LA MI IN KY IL OH TN MS AL WI PA WV SC VA NC GA FL NY VT ME HI AK NH MA RI CT NJ DE MD DC PR
GUAM
15%–<20% 20%–<25% %–<30% %–<35% ≥35%

17. Obesity: A National Epidemic Among Children, Too

18. Prevalence of Childhood Obesity in the United States in 2011-2012
Childhood obesity is a serious problem in the United States. Despite recent declines in the prevalence among preschool-aged children, obesity among children is still too high. For children and adolescents aged 2-19 years, the prevalence of obesity has remained fairly stable at about 17% and affects about 12.7 million children and adolescents for the past decade. [Read abstract Journal of American Medical Association (JAMA)]
The prevalence of obesity among children aged 2 to 5 years decreased significantly from 13.9% in to 8.4% in
The data shows that in , 17.7% of 6- to 11-year-olds and 20.5% of 12- to 19-year-olds fall in the obese weight range.

19. Childhood Obesity Delaware Overweight (85th to 94th percentile)
15.1%
Obese (95th percentile or above) %
16.9%

20. Obesity: A National Epidemic Among Children, Too
The health consequences of obesity are profound.
type 2 diabetes
high blood pressure
abnormal cholesterol
asthma
certain types of cancers
anxiety
depression
fatty liver disease
sleep apnea
Source:

21. Obesity: A National Epidemic Among Children, Too
The CDC continues to predict that our current generation of children may be the first ever to have a shorter lifespan than their parents.
Source:

22. Why do we have a Wellness Policy?
To acknowledge the impact of health on learning
To address these disturbing health trends
To meet federal requirements
In 2004, federal law required each LEA to have a Wellness Policy
Updated requirements are outlined in the Healthy, Hunger Free Kids Act of 2010

23. What is in Appoquinimink’s Wellness Policy?
Goals for Nutrition Education
Standards for Food Served
Goals for Physical Activity
* To read the full policy and wellness plan, please contact your school’s wellness coordinator.

24. Wellness Policy Goals for Nutrition Education:
Educate and train teachers
Integration of nutrition education into the curriculum
Promote nutrition awareness
School-based marketing is consistent with nutrition education and health promotion
Prohibit school-based marketing of brands promoting low nutrient foods and beverages.

25. Wellness Policy Goals for Nutrition Standards
All meals served in the cafeteria will meet nutrient standards
Foods of minimal nutritional value will not be served, sold or given out anywhere on school property before the end of the school day.
Students will be provided with and encouraged to consume healthy and nutritious food that includes whole grains and fiber rich vegetables and fruits.
Healthy eating will be encouraged through nutrition education.

26. Wellness Policy Goals for Nutrition Standards:
Lunch should be served as near the middle of the school day as possible
Drinking water is available for students
Students should be encouraged to wash their hands before eating.
Meals and snacks will not be used as rewards or punishment.
Fundraisers should promote positive health habits.
Encourage students to start each day with a healthy breakfast.

27. Wellness Policy Goals for Physical Activity:
All students should receive a quality physical education program.
Students will not be excluded from participating in PE for unrelated disciplinary action.
Nutrition education is integrated into the PE curriculum.
Provide unique opportunities for physical activity during the day (ie: morning movement, Take 10, walking club..)
Loss of recess cannot be used as a punishment for unrelated disciplinary action.
Staff wellness should be available to all employees.

28. How are we implementing it?
A district Wellness Committee meets regularly to develop and implement an action plan
Information is shared with schools via a building liaison
District provides some resources to assist staff with implementation (ie: Take 10!, CATCH, Energizers, Wellness information)

29. Take 10! findings from a spring 2012 survey of DE teachers
TAKE 10!, a key resource provided to schools participating in this initiative, is designed to integrate physical activity with academic lessons.  The goal is to reduce long periods of inactivity in the classroom, while also reinforcing academic learning objectives.
TAKE 10! implementation was assessed using a classroom teacher survey.  This survey was completed by 359 teachers from 54 schools across the state. 

30. The survey results show that:
A majority (81%) of the classroom teachers who responded are currently using TAKE 10!.
On average, teachers implement TAKE 10! activities 3-4 times per week, for approximately 9.1 minutes each time. The average total time of TAKE 10! implementation per week is 32.6 minutes.
Teacher characteristics are related to implementation.  Years of teaching experience, grades of the class, and teachers’ own physical activity level are found to be associated with teacher’s use of TAKE 10! and/or total minutes of TAKE 10! implementation

31. Teachers with 5 or less years of experience have the highest percentage of TAKE 10! implementation (93.4%), followed by the teachers with more than 10 years experience (82.7%).  The group with 6-10 years of teaching experience had the lowest percentage of TAKE 10! implementation (64.8%).
First and second grade teachers appear more likely to implement TAKE 10! compared to teachers of other grades. However, the difference is not statistically significant.  Teachers of lower grades implement TAKE 10! more frequently. 
Teachers’ physical activity level was also significantly associated with the frequency of their TAKE 10! implementation.  The average time of TAKE 10! implementation increased as the level of teachers’ physical activity increased. 

32. Teachers use TAKE 10! in various ways.
Teachers reported using TAKE 10! to introduce academic concepts, reinforce academic concepts, motivate students, transition between classes or lessons and promote health and activity. 
Over half of the teachers reported that they use TAKE 10! to transfer between classes or lessons, and 73% of teachers reported two or more ways that they use TAKE 10! in their classrooms.  

33. ASD Wellness Policy goals for 2015-16 School Year:
Elementary students will achieve at least 150 minutes of physical activity per week.
All school nutrition managers will establish meaningful wellness/nutrition education goals for their building.
Provide opportunities to support staff in achieving 150 minutes of physical activity per week
Communicate with all staff, families, and the community on the specifics of the District Wellness Policy and Plan.

34. How can I learn more or get involved?
Contact your building wellness liaison
Contact a committee member:
Chairs: Debbie Panchisin, Janice VanderDecker & Kittie Rehrig
ASD Committee Members: Barb Bobik, Beth Stevenson, Matt Fallis, Rebecca Feathers, Jenny Gibeault, Linda Johnson, Ray Gravuer, Laureen Briody, Lynn Windley
Community Members: Sara Gray – parent and Denise Hughes- Nemours

35. Healthy, Successful Learners.
Together, we can help our students become
Healthy, Successful Learners.
“You cannot educate a child who is not healthy, and you cannot keep a child healthy who is not educated.”
Dr. Jocelyn Elder
Former U.S. Surgeon General