1. CATCH Elementary Overview
Suggestions:
1) After attending CATCH Training, have the Champion or another CATCH/CSH Team member present this overview to faculty & staff prior to implementation.
2) If possible, have some of the CATCH Resource Materials (e.g., Coordination Kit) available.
Script: Hello! I am going to take a few minutes to give you an overview of a program some of us just received training on to help us with our health & wellness efforts here at <INSERT SCHOOL NAME>. The CATCH Program stands for Coordinated Approach To Child Health and it’s a program that can help us guide students in the process of being healthy for a lifetime. Now, I know none of us needs one more thing added to our already full workload. So, CATCH makes this as simple, easy, and doable as possible. Really, CATCH is just a way of coordinating and communicating across our campus to create and support a healthy environment. The good news is that we are already doing a lot of good things to create that healthy environment and teach kids healthy habits. What CATCH can help us with is communicating and coordinating those efforts across our campus. As we go through this overview, I hope to convince you that achieving a healthy environment is possible and can be done without adding a lot work for everyone. CATCH can help us “make the healthy choice the easy choice!” Not only that, but the process can be an enjoyable experience, too. 1

2. Obesity Trends* Among U.S. Adults BRFSS, 1990, 1999, 2010
(*BMI 30, or about 30 lbs. overweight for 5’4” person)
1990
1999
2010
Suggestion:
Go through the next few slides relatively quickly.
Be sure to call attention to your particular state and what your obesity rate is through the years.
Script: So let’s start with why this is so important. These next few slides are data that come from the Centers for Disease Control (CDC) and show the obesity rates for adults over the last 30 years or so. This slide shows that back in the 90s most states had only 10-14% of their adult population in the obese category (Obesity = BMI >30, Overweight = BMI between 25-29, Lowest Health Risk = BMI between 19-24). By the end of the 90s, almost half of the US had increased to 20-24% adult obesity. And, by 2010 ALL states had obesity rates over 20%, with Texas and others being greater than 30% (that’s 1 in 3 adults!).
No Data <10% %–14% %–19% %–24% %–29% ≥30%

3. Prevalence. of Self-Reported Obesity Among U. S
Prevalence* of Self-Reported Obesity Among U.S. Adults by State and Territory, BRFSS, 2011
*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 PR
GUAM NH MA RI CT NJ DE MD DC
Script: Now, they changed the colors starting in 2011, but you can see the trend of increasing obesity rates continues. Note what color/rate your state is in.
15%–<20% 20%–<25% %–<30% %–<35% ≥35%

4. Prevalence. of Self-Reported Obesity Among U. S
Prevalence* of Self-Reported Obesity Among U.S. Adults by State and Territory, BRFSS, 2012
*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
Script: 2012.
15%–<20% 20%–<25% %–<30% %–<35% ≥35%

5. 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
Script: In 2013, they added a new color because there are a couple of states above 35% (Mississippi & West Virginia).
15%–<20% 20%–<25% %–<30% %–<35% ≥35%

6. Prevalence. of Self-Reported Obesity Among U. S
Prevalence* of Self-Reported Obesity Among U.S. Adults by State and Territory, BRFSS, 2014
*Prevalence estimates reflect BRFSS methodological changes started in These estimates should not be compared to prevalence estimates before 2011.
Script: In 2014, another state joined the >35% range (Arkansas).
15%–<20% 20%–<25% %–<30% %–<35% ≥35%

7. Prevalence. of Self-Reported Obesity Among U. S
Prevalence* of Self-Reported Obesity Among U.S. Adults by State and Territory, BRFSS, 2015
*Prevalence estimates reflect BRFSS methodological changes started in These estimates should not be compared to prevalence estimates before 2011.
Script: And, in 2015 – the latest map released, Arkansas went down, but Louisiana & Alabama jumped up. Again, note what rate your state is at.
15%–<20% 20%–<25% %–<30% %–<35% ≥35%

8. Obese Children and Adolescents: NHANES
Equal or greater than 95% age/sex CDC Growth Charts
Script: That was the state of things with adults, so what about our kids? Unfortunately, we are seeing that same trend of increasing overweight & obesity happening at younger and younger ages with our kids. Up until the mid-70’s, children’s obesity rates were relatively stable, holding at about 5% of the total population (statistically speaking, a normal rate). Then, beginning in the early 80’s, the rate began to increase and over the past years has actually tripled. Currently, the national average is about 17-18% (nearly 1 in 5 kids).
What do y’all think happened in the last 25 years that might have contributed to such a drastic increase in the obesity rate? (Receive input)
Well, you’re right those (whatever they identified that was related to unhealthy eating and physical activity behaviors) factors have all contributed to the problem.
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
Ogden et al. JAMA;195: , Hedley et al. JAMA;291:

9. Coordinated Approach To Child Health
What is CATCH?
Coordinated Approach To Child Health
CATCH is a tool for creating and maintaining a healthy school environment –
because if you change the environment, behavior will follow!
Script: That brings us to the CATCH Program. CATCH is a tool or resource for us to use to help us create and maintain a healthy school environment. The reason the environment is so important is because environments influence behavior. So, if we create healthy environments for students, their behavior will follow!

10. Why CATCH? Because It Works!
Script: Why are we using CATCH? Because it works – it’s been around for years and has a lot of research backing it up.

11. Proven Results & Positive Outcomes
Reduced total fat and saturated fat content of school lunches.
Increased MVPA during P.E. classes.
Improved students’ self-reported eating and physical activity behaviors.
Effects persisted over three years without continued intervention.
Reduced prevalence of obesity in El Paso trial.
Script: When CATCH was originally studied, it showed positive outcomes for the environment (school meals were healthier and PE activity time increased) which translated to the kids’ behavior – they were eating healthier and being more physically active. Also, as the CATCH research has continued, it has shown more positive results, especially with reducing obesity prevalence.
Luepker R, et al (1996). JAMA, 275(10), Nader P, et al (1999). Arch Pediatr Adolesc Med, 153(7), Coleman, et al. (2005). Arch Pediatri Adolesc Med

12. Why 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: As I said before, I know we all have a ton of things already on our plate. But, CATCH and improving health can help us with our academics as well. There is more and more research out there that is showing healthier students do better in school and on academic tests. Bottom line: healthy kids are better learners. Summarize bullets.
Source: Centers for Disease Control and Prevention. (2014). Health and Academic Achievement. Retrieved from
Source: Centers for Disease Control and Prevention. Health and Academic Achievement. (2014)

13. Better Physical Fitness = Better Test Scores
Suggestion:
Show as many, or as little, of the following slides showing specific results regarding health and academic success.
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, by improving our students’ health we could potentially increase our academic scores by 10%!
Source: Van Dusen et al, Associations of physical fitness and academic performance among schoolchildren. Journal School Health. (2011)

14. 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 graph 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.

15. Better Physical Fitness = Better Attendance
Total Fitness and Absences, Grades 3-12
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 were students who had lower fitness scores. This significant association persisted across school level – at all grade levels, as fitness levels increased, absences decreased.
Source: Austin Independent School District. E-Team Report: DPE Publication Number May 2009
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

16. 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

17. 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.

18. Goal
To be a school where everyone is working together and speaking a common language that creates and maintains a healthy school environment.
Script: Our 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.

19. The “Language” of CATCH
CATCH blends coordination throughout a campus by using a common and consistent language.
CATCH MVP
GO, SLOW, & WHOA Foods
Script: I mentioned we wanted to create a common language for health and wellness. There is a common language/vocabulary with regard to academics in schools so why can’t we have a common vocabulary when it comes to health and wellness? How CATCH does this is through the “language of CATCH”, which involves a common vocabulary and coordinated messages throughout the campus. A couple of examples that I’ll highlight today are CATCH MVP and the nutrition language of GO, SLOW, and WHOA Foods.

20. CATCH MVP School Move and stay active Value healthy eating
Aims to achieve healthy behaviors and positive outcomes in the following areas:
Move and stay active
Value healthy eating
Practice healthy habits
Script: Everyone is probably familiar with MVP in sports – Most Valuable Player. In CATCH they put a different spin on the acronym and it stands for Move & stay active, Value healthy eating, and Practice healthy habits. We want healthy kids in a healthy school and the goal is to be a CATCH MVP school and to create CATCH MVP students.

21. 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 processed.
Script: Another example of the language we use in CATCH is through GO, SLOW, and WHOA foods. These are the basic definitions for GO, SLOW, and WHOA foods. Notice there are no NO foods. We don’t tell kids don’t eat this, never have that. Why? That’s right, they’ll head for whatever we just told them not to eat. Instead, we orient studnets to foods that are better to have more often than others. All foods fit, but we teach kids to eat more GO foods than SLOW foods, and more SLOW foods than WHOA foods. <Paraphrase the definitions for each food, highlighting that the categories are based on fat, sugar, and how processed a food is.>

22. (a math activity break)
Move and stay active
Zero In
(a math activity break)
Suggestion: Model & demonstrate a quick activity break at this point. Highlight that activity breaks are great ways to break up class time, transition to a new subject, and help students focus better.
Equipment: Card stock/piece of paper with a number or equation on it.
Organization:
People/Students stand at their chairs/desks.
The teacher/person leading the activity should prepare a couple different cards/pieces of paper with a number or equation (e.g., 678, 282; or, 12 x 12, 50 x 7, etc.).
Description:
The object of this activity is for 1 person/student to correctly guess a number with the aid of the audience.
The person/student does this by making an initial guess as to what the number/answer is. Then, he/she observes movement clues from the audience/class until he/shee has “zeroed in” on the correct number.
Select 1 person/student to come to the front and stand facing everyone.
The teacher/person leading the activity stands behind the person/student and holds up the number/equation card for the rest of the audience to see (without the person/student in the front seeing the card).
Direct the student to call out a number between 1 and 1,000 (or 1 – 500 or an alternative range based on the identified number or equation answer).
The audience helps the person/student “zero in” to guess the number on the card by performing squats if the person/student needs to guess lower or performing small jumps up and down in place (alternative, less impact action = toe raises) if the person/student needs to guess higher.
Based on these action responses from the audience, the person/student continues to call out numbers until he/she correctly guesses the number.

23. Who’s involved? EVERYONE The CSH Team/Champion
Everyone has a role in implementing CATCH on the campus
The CSH Team/Champion
The CSH Team mobilizes the school community and guides the process
Script: I mentioned we were going to do this by making it easy and as doable as possible. It’s important to note that CATCH is not any 1 person’s job – CATCH/CSH takes everyone working together. EVERYONE on our campus (from teachers to administrators to the custodian to the cafeteria staff to the librarian) has a part to play and can be involved in this effort. That being said, someone or some group has to guide and oversee the effort, and that is the CATCH Champion and Team.
Suggestion: Introduce the members of the CATCH Team/Committee at this time.

24. What are the resources?
Script: CATCH provides basically everyone on campus with the resources to be a part of this coordinated effort. Pictured here are all the pieces of the CATCH Resource Materials.

25. Principals and Administration Resources
Suggestion:
Briefly go through the following slides with the specific resources for all the different folks on campus.
If time won’t allow, hide these slides (slides 25-30) but use the information in the Notes section to talk about the specific resources each specialty area of the school will have available to them.
Script: Here are some of the resources that are included in the Principal and Administration folder – already created and ready to use. The Coordination Folders contain resources to assist administrators with coordinating their efforts with other faculty/staff around the campus. For example:
posters to educate kids on G/S/W and physical activity
a letter sent to the family that provides an overview of CATCH
a certificate that honors a staff member for their leadership and participation in creating a healthy school environment

26. Specialized & Support Staff Resources
Script: Here are some of the resources that are included in the Specialized & Support Staff Component Folder:
posters to educate kids on G/S/W and promote physical activity
templates to display photos of students being physically active or cooking a healthy meal.

27. Child Nutrition Resources
Script: The Eat Smart Guidebook is the resource for child nutrition staff that helps them not only follow the mandates and meet the standards they have to, but also gives them specific ideas and resources for connecting with the rest of the school and be part of this coordinated effort. They have posters to educate kids on G/S/W and physical activity and they also have resources to promote healthy eating to the family and staff (e.g., the “Eat Smart With Us Letter” that is sent to staff).

28. PE Resources
Script: The PE Resources include the PE Activity Box, PE Guidebook and the PE Component Folder. Again, we have resources to do what we already do in PE, just gives us more ideas and games and things. Plus, we have specific things to help us encourage more activity and connect with the rest of the school.

29. Classroom Resources
Script: The CATCH Classroom Curriculum includes materials for 6th – 8th grade. The Middle School CATCH Curriculum uses a variety of teaching strategies to promote healthy nutrition and/or physical activity. I realize it’s hard to get other subjects in during class time, but the lessons also lend themselves very well to being integrated in other subject areas, such as: language arts, math, and science. (The lessons are aligned with TEKS in Texas and other national standards – visit the CATCH website: for more information) Of course, the Coordination Folder also provides ready-made resources to help teachers be a part of this without taking a lot of time or instructional time to do (e.g., six week theme tasks).

30. Family Resources
Script: CATCH also provides specific resources for us to connect with parents/families to try and raise their awareness and get their support for reinforcing healthy habits with their children. The Family Resources are included in the Classroom Curriculum Manuals and the Classroom Teacher Component Folder. Within the classroom curriculum there are newsletters/activity packets designed for families to learn more about together. The information complements what we’re doing/teaching the kids in school.

31. All these resources are great, but how do we do this?
The Coordination Kit is a ‘roadmap’ to guide our efforts.
There are 6 Six-Week Themes in the Kit that will focus our efforts on common school-wide initiatives that are quick, easy, and DOABLE.
There are ready-made resources provided to help with the coordinated tasks.
Script: Okay, I know all this sounds good, but the reality is we’re all really busy and overworked already, so how is this going to work? Well, CATCH gives us this Coordination Kit, which gives us a roadmap to follow and help us. CATCH divides the school year into 6 six-week themes. The themes outline specific tasks for everyone to take part in that are easy & DOABLE. Plus, CATCH provides us with ready-made resources to help us do our tasks.

32. Next Steps:
Each Theme/Six Weeks, look for an update ( , note in your mailbox, etc.) from your Champion/Team highlighting:
Theme – Heads up about what theme you’re in and what the focus is that six weeks.
Task Page – Lists your specific suggested activities for that theme. Just try to do the 1-Star Task!
Resources – If your task list has any resources needed to complete a task, the resource is provided!
Script: So, from here, every six weeks I’ll give you an update (e.g., faculty update, , etc.) about:
1) What theme we’re in, what the focus is for the six weeks.
2) Connect you to the information about your task for the theme and any resources to help you do your task.

33. As we move forward, our goal is to…
Speak a common, coordinated language
CATCH MVP
GO, SLOW, WHOA
Use the CATCH Resources
Coordination Kit
CATCH Champion & Team Guide
Theme Task Initiatives
CATCH Component Materials
PE Boxes, Classroom Lessons, Eat Smart, Home Team Family Materials
Script: Thank you all for what y’all are doing for our students. We hope the CATCH Program can help us all teach our students to adopt and practice healthy behaviors, which will help them now & in the future. As we move forward, please remember to use the “language of CATCH” (CATCH MVP and GO-SLOW-WHOA) and use your CATCH Resources!

34. It Takes Everyone Working Together
Support the CATCH/CSH Team
Do your 1-star task each six weeks
Model healthy behaviors
Script: Again, to make this easier and more doable for everyone, please support your CATCH Team, just try to do your 1-star task each six weeks, and model healthy behaviors whenever you can! Creating and supporting a healthy environment takes all of us working together.
If anyone has any questions, or would like to be a part of the CATCH Team, please let me or one of the other members know. Thank you!