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Measuring the Health of Colorado Schools The Healthy School Champions program recognizes and rewards schools that are healthy. In 2010, partners invested in school health created this recognition program to ensure that schools successfully implementing the Coordinated School Health model could share their results, stories, and efforts. An online tool, the “Score Card,” is used to select Healthy School Champions. The Champion Schools are those which are implementing the Coordinated School Health Model and its eight components to ensure the connection between health and learning is present and thriving.
Colorado Coalition for Healthy Schools Colorado has a long history of supporting school health programs. State and local partners have collaborated on numerous initiatives, projects and coalitions. Today, the Colorado Coalition for Healthy Schools is stronger than ever through interagency coordination and a statewide network that supports the Coordinated School Health model. From the beginning, a core belief among its partners has been that “healthy students are better learners.” The positive links between health and education are clear in research and experience, and the Colorado Coalition for Healthy Schools is committed to translating the research into reality.
The Healthy School Champions recognition program is funded by The Colorado Health Foundation, and supported by the Colorado Department of Education, the Colorado Department of Public Health and Environment, and the Colorado Legacy Foundation. 3 Healthy School Champions 2013
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B.F. Kitchen Elementary School T hompson R-2J
I’m a big believer in modeling. What I look at, and base my approach on, is that I’m living the focus we have in school. I do what they do. I run with the students, I eat healthy lunches with them, I exercise with them. Kids see that I do what we are asking them to do. ~Justin Blick, Principal
What makes this school healthy? The Coordinated School Health (CSH) components provide the framework for B.F. Kitchen Elementary in its school health efforts. The entire staff plays a vital role in supporting each school health and wellness activity. Every year the Health and Wellness Committee evaluates the eight Coordinated School Health components in order to assess each area of wellness for strengths and weaknesses.
Teamwork B.F. Kitchen has an established Health and Wellness Committee that has been meeting for over five years. The committee is made up of community members, a nutrition service member, all grade level representatives, the physical education teacher, and an administrator. The committee meets monthly to address health and wellness issues and focuses on yearly SMART objectives. The annual objectives are based on the CSH model and results from an annual survey taken by staff and B.F. Kitchen families. The committee presents concerns and ideas to the entire staff at regular bi-monthly staff meetings. This allows for schoolwide decision-making and collaboration that focuses on health and wellness. Members of the committee represent health and wellness on other school committees including problem solving, leadership, PBIS, and safety and belonging to ensure a health perspective in all areas of learning.
Promising Practices Evidence proves there is a positive link between movement and academic achievement. One of the practices B.F. Kitchen has implemented into its school’s health efforts is Physical Education every day for thirty minutes, for every child. Staff believe that supporting the whole child fosters student success and that daily movement is key. It is the only school in Thompson R-2J to have 150 minutes of Physical Education each week. In addition, all 4th grade students receive eight weeks of free swimming lessons every year. Implementing recess before lunch resulted in students being more active during recess, eating a healthier lunch and
focusing better for the rest of the school day. Teachers eat with their students serving as positive role models while providing positive conversation each day.
Administrative Support The principal at B.F. Kitchen Elementary is a strong leader for health and wellness. Support for Physical Education every day, creative scheduling and planning, time for health and wellness updates during staff meetings, professional development, staff accountability for wellness efforts, connections with community members, participating on the Health and Wellness Committee, and offering ideas and strategies throughout the year all have helped B.F. Kitchen maintain and grow healthy school efforts.
Data The school tracks and documents the outcomes of its school health efforts through a yearly health and wellness survey. The survey is sent to parents and staff to measure success and weaknesses. Staff also engage in a brainstorming session at the end of the year for evaluation of health and wellness efforts. Tracking progress and documenting outcomes is accomplished through student BMI testing and annual student fitness assessments. The “FitnessGram” provides documentation and tracking of each student’s fitness level. The Health and Wellness Team uses this data to help create change and develop SMART objectives for the next year.
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Gunnison Elementary School G unnison W atershed Re1J
As a school, our academic data has improved, and it does correlate with our increased focus on health and wellness. On the whole, students are moving forward academically and we see a positive trend in reading progress. ~Sally Hensley, Principal
What makes this school healthy? All eight components of its Coordinated School Health program, and the staff members representing each component, are fully engaged in school health efforts. The team understands the link between health and academic performance and in the education of the whole child. The Healthy School Champions Score Card assists with assessment and evaluation of best practices, and helps to address and prioritize school health issues.
Teamwork There are two teams at Gunnison Elementary School (GES) that are responsible for school health efforts—the Health Leadership Team (HLT) and the Behavior Leadership Team (BLT). The HLT is responsible for Physical Activity, Nutrition, Health Services, and Staff Wellness. Physical Education teachers, a school nurse, a “Farm to School” community representative, teachers from all grade levels, the principal, and the school psychologist serve on the HLT. The BLT is responsible for safe schools and bullying prevention activities, social emotional education, and implementation of the Positive Behavioral Interventions and Supports Program. The BLT has teachers from all grade levels and includes the principal and school psychologist.
Promising Practices The school has a comprehensive anti-bullying policy and its BLT guides its Positive Behavioral Interventions and Supports Program. All students in GES are screened for vision, hearing, height and weight, and medical needs. All students with a chronic health condition have a health care plan and the school participates in the Medicaid program. Immunization compliance is measured and follow-up occurs when needed. The school has provided more fruits and vegetables to replace processed foods, has a Staff Wellness program, a wellness leader, and “Wellness Wednesdays” which is a weekly wellness activity for staff.
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Students meet House Bill 11-1069 requirements by receiving at least 30 minutes of physical activity per day. The “Jammim’ Minutes” program provides movement and brain breaks in classrooms. Students in the second through fifth grades have an opportunity to swim at a local Recreation Center, and students in grades three to five can cross-country and downhill ski. A Physical Education Club called “Girls on the Run, and a “Jump Rope Club” provide after school options for physical activity.
Administrative Support GES’ principal has given staff the time they need for school health-related professional development, both on and off site. Funding is provided for staff wellness activities, healthy snacks and beverages for staff meetings, curriculum materials, and professional development. The principal has reached out to parents and the community through a weekly newsletter and a Site Accountability Committee.
Data For the past two years GES has used the Healthy School Champions Score Card to assess its progress in the eight components of school health. The tool serves as a selfassessment and planning guide which helps GES to identify strengths and weaknesses from which it can develop a school health improvement plan.
Manitou Springs Elementary School M anitou S prings 14
I’m proud of our commitment to serve the whole child and health and wellness is certainly a big part of that. If we keep our staff and kids healthy, learning progresses. ~Ed Longfield, Superintendent
What makes this school healthy? This is a district where wellness is a constant topic of conversation and one that is a common link all staff share in their daily duties; indeed, Manitou Springs Elementary is an established and innovative example of the goals the district has for every school.
Teamwork
Administrative Support
The official school health team at Manitou Springs Elementary (MES) is the “Mustang MIGHT” Health and Wellness Committee. Established four years ago, it is now well known by all staff and supported by district administration and the school’s principal. The principal added the committee to the official list of approved committees that teachers chose as they signed up each year. The committee meets once a month in the co-leaders’ classrooms. The principal attends most meetings, as does a district wellness leader and a coordinated school health director. Additionally, MES has a Building Accountability and Advisory Council (BAAC) that meets for purposes of school health and wellness.
Staff and co-leaders work collaboratively to realize healthy improvements at school and are empowered not only by MES’ principal, but also by the superintendent and wellness leaders at the district level. Champions at the school address the importance of supporting the “whole child” at every grade level and they take actions that support that belief. As a result, a culture is created where all visions and ideas for health and wellness are possible. If an idea makes sense, teachers and staff members are encouraged to go with it, which creates connections that help make the vision a reality. There is a culture of support—innovation is championed and encouraged.
Promising Practices
Data
In order to facilitate academic learning, the committee recognized that children are more calm and focused when placed in natural settings— many students in today’s classrooms experience a “nature deficit” or lack of exposure to the environment. The school decided to build the “Earthroom,” an outdoor space consisting of circular sections of concrete benches built discretely into the side of a hill between a lower parking lot and an upper playpark area. Funding to build the outdoor classroom came from grants including a Healthy School Champion award received in 2012, Lowe’s, and money raised by the school’s Student Council.
“Mustang MIGHT” uses data-driven goals and activities that incorporate SMART objectives for School Health Improvement Plan (SHIP) deliverables. Using state data about the needs of students from lower socio-economic homes, the school decided to hire an additional teacher as part of its Unified Improvement Plan (UIP).
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C enter H igh S chool C enter 26 Jt
Kids in health have higher GPA’s, fewer absences, and fewer behavior referrals. We’ve increased the quality of our health education as we’ve incorporated standards. ~Marsha Felmlee, Health Coordinator
What makes this school healthy? Center High School actively uses the Coordinated School Health model. It has a Health Advisory Committee (HAC) with at least one representative from all eight component areas. Additionally, the school develops goals that target each component as part of strategies to address the goal. The HAC team works together to ensure that the needs of students and staff alike are met.
Teamwork The school’s Health Advisory Committee (HAC) team is comprised of approximately 25 parents, students, school staff, and community members and has convened since 1995. The team has representation from the eight component areas of the Coordinated School Health model, and includes members of the local public health department, a medical clinic, a dental clinic, law enforcement, and a drug prevention coalition. The HAC meets four times per year to review health related data, set and review progress on goals, address new health initiatives at the school or community level, and collaborate around resources that address initiatives. When needed, the HAC establishes workgroups to address specific goals. A Wellness Policy Workgroup has been active in rewriting the school’s Wellness Policy to address concerns around fundraisers and foods sold. While the current Wellness Policy prohibited the sale of soda and high sugar/fat foods during the school day and through concessions, fundraisers were not included. The revised policy will address this concern.
Promising Practices Last year, school administrators and health staff completed a self-evaluation with the Prevention Research Center in order to identify promising practices in place for alcohol, tobacco and other drug use, unhealthy eating, physical inactivity, bullying,
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mental health, high risk sexual behavior, and “checking out of school” or non-engagement. This information is guiding practices the school will implement as well as resources needed for success.
Administrative Support Administrators have supported a coordinator position for the health and wellness programs in the district for the past ten years. They supported the creation of the Wellness Policy in 2006 and have supported its full implementation and annual updates since that time. Administration allows the coordinator and health education staff to attend professional development events and allows time each month for Health Education and Physical Education educators to meet regarding content. Time is allotted each day for health screenings for both students and staff. The principal and superintendent are active members of the HAC, and are the first to sign up for workgroups when time allows.
Data Last year’s Healthy Kids Colorado Survey (HKCS) indicated a slight increase in the use of marijuana at Center High School. As a result, the school intensified instruction in health classes around this risk issue. The committee was able to leverage funds from the Department of Social Services to support the purchase of a curriculum for addressing marijuana use by high school students.
Rocky Mountain High School P oudre S chool D istrict
Last year we used the award funds to establish a 5K as a fundraiser to keep wellness funds flowing for our school health programs. We absolutely appreciated being a winner last year. ~Karen Bennett, Assistant Principal
What makes this school healthy? As Rocky Mountain High School’s wellness program has matured and gained validity with staff and students, there have been ongoing and evolving efforts to coordinate and infuse wellness into all aspects of the school’s culture. The school uses the Healthy School Champions Score Card to learn new ways it can improve school wellness.
Teamwork Rocky Mountain High School has three groups that are tasked with setting and achieving wellness goals—a Student Team, a Staff Team, and a Community Advisory Council. The students set their own goals and assist with specific wellness events including a “Frozen 5k” fundraiser and “Wellness Day.” The Staff Team includes school employees and interested parents and focuses on increasing opportunities for physical activity and nutrition education. The Community Advisory Council consists of different community agencies, physicians, and district staff. The council serves as an advocacy group and strives to reduce barriers to health and mental health services that can interfere with students functioning effectively in a classroom environment.
Promising Practices The school completes the Healthy School Champions Score Card annually to learn how it can improve school wellness. Champions work to create initiatives in lower scoring areas. For example, last year the school did not score as well in the component area of nutrition. This motivated wellness groups at the school to initiate the “Fuel up to Play 60” program to institute a healthy breakfast program.
Administrative Support The high school has an energetic and approachable group of administrators that welcomes new ideas which support student development and learning. Wellness initiatives are met with
enthusiasm by the school’s administrative team. Wellness reports are provided on a regular basis to parent and community groups. The high school is preparing to welcome a new principal in the 2013-2014 school year and support of wellness teams has been included as a screening criteria in the selection process. Site administrators have approached district administrators to use the wellness work at Rocky Mountain High School as a district-wide model. Additionally, site administrators have requested that the district consider a “whole child” approach which considers all aspects of students’ lives that impact learning.
Data Student achievement and attendance data are reviewed weekly and provided to intervention teams. Teams are comprised of an administrator, two counselors and a dean of students. The team reviews the data for a group of students in order to watch for concerning trends. For example, if the team notices a student is failing or not attending school, they look more closely to try to discover the source of the problem. For wellness-related concerns, the team immediately involves a school nurse, mental health therapist, or drug and alcohol therapist to elicit feedback on next best steps. The school is also able to engage community partners to attempt mitigation for students with chronic truancy issues.
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S koglund M iddle S chool C enter 26 Jt
Our ‘Working Together Project’ is a new curriculum that gets kids thinking about how health impacts physical, social, and emotional wellness, and to make changes. Students created a video that shared wellness activities with the school board, administration, and parents. ~Katrina Ruggles, Counselor/ Health & Prevention
What makes this school healthy? Health and wellness goals align to the school’s core values, and Skoglund Middle School continually reminds its stakeholders about this important fact. The school is working toward including health and wellness goals as part of its Unified Improvement Plan (UIP) for the next year. Wellness champions understand this work is critically important and that policy ensures sustainability.
Teamwork Almost twenty years ago, a Health Advisory Committee (HAC) was formed at Skoglund Middle School. The HAC supports the entire district and has a mission statement and a Wellness Policy. The HAC also encourages discussion about other school policies such as a crisis and school safety policy. The school recently formed a work group, tasked with revising its wellness policy, that meets quarterly and consists of 22 to 25 members. An advisory group to impact wellness is comprised of many disciplines including physical education, administration, counseling, nutrition, school safety, technology, transportation, nursing, community health, local law, dental health, and mental health.
Promising Practices For the past twelve years the school has used the evidencedbased “Life Skills” curriculum in middle school health classes. Preand post-testing around attitudes, skills, and behaviors provide information to understand program impact and development. The school team understands the importance of using proven practices in order to realize its wellness goals.
Administrative Support The District Superintendent has served as the chairperson of the Colorado School Safety Resource Center Advisory Board clearly demonstrating commitment to a safe and positive school climate. The superintendent is an influential member of the local
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superintendent coalition and frequently advocates on behalf of health education and other health and wellness initiatives, creating opportunities for school staff to participate in physical activities. Examples of supported wellness activities include a sprint triathlon for the staff, a workout schedule, swimming lessons, and an opportunity to repair bicycles. Skoglund has a weight room available after school hours for the community and school staff to use. All administrators participate in the school’s “Coming Alive Program” and “Fitbit” walking program. By “walking the talk,” these leaders encourage participation among staff and students.
Data Skoglund administers the Healthy Kids Colorado Survey (HKCS) annually and tracks data longitudinally providing a “big picture” of how wellness work is impacting student attitudes and behaviors. The HAC also uses pre- and posttesting, satisfaction surveys, attendance reports, school information system data (e.g., attendance, behavioral referrals, and grade point averages), quarterly assessments in health and PE classes, and nurse screening data to monitor progress.
Skyview Middle School F alcon 49
I knew that anything we could do to support our teachers and the students would be helpful and Coordinated School Health is tied to our goals as a school. ~Cathy Tinucci, Principal
What makes this school healthy? At Skyview Middle School a Coordinated School Health Team is in place and has representation from each component area. The team meets once a month to brainstorm ideas about actions that need to be taken in order to keep Skyview on the path towards school wellness success.
Teamwork Skyview Middle School’s Coordinated School Health (CSH) team added seven new members this past year, and currently includes fifteen active participants. Team members pride themselves on taking care of both students and staff. One of its School Health Improvement Plans (SHIPs) focused on “Staff Wellness Week” when special, healthy opportunities were available each day for the staff such as: smoothies, veggies/cheeses, massages, granola, and parfaits. The activity prompted many staff members to ask about joining the CSH team. Investing in a competent and knowledgeable team allows wellness plans and activities to be efficiently planned and successfully accomplished.
Promising Practices The school has used the Centers for Disease Control and Prevention’s (CDC) School Health Index to assess overall school health. The planning tool helped the CSH team create SHIPs in the area of staff wellness. The Index will be used again at the end of the 2012-2013 school year in order to measure areas of improvement, and to identify those still needing work.
Administrative Support School administrators have created policies to help improve the overall health of Skyview including banning the sale of soda and candy during school hours. The program’s goal is to assist students in understanding and making healthy lifestyle choices. On a larger scale, there is a commitment to implement the Coordinated School Health model district-wide.
Data The school’s new breakfast program was created after an email survey was distributed to parents asking them whether their child(ren) would participate. A total of 57 responses were received, evenly divided between “yes” and “no” responses. From this baseline number, the school currently measures more than 100 students eating breakfast at the school—almost quadrupling its participants and impact.
A health education program was added as an enrichment course and a breakfast program was recently implemented in order to ensure that students start the day with a healthy meal.
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Animas Valley Elementary School D urango 9-R
Teamwork & Leadership Diversity at Animas Valley Elementary is essential to its success in promoting school health initiatives; and champions have also found that strong support from the school’s principal is equally important. The school’s wellness team knows that the principal believes in its wellness efforts and creates a culture that is open, supportive, and committed. The work of the wellness team is valued as equally important to that of the data or leadership teams at the school. Strong leadership and a diverse group of committed Champions ensures success for this school’s wellness initiatives. Wellness is ingrained in the school’s culture—informal support groups meet regularly to not only talk about wellness, but to practice it as well.
Blue Heron Elementary School J efferson C ounty R-1
Community Connections This elementary school is proud of the strong partnerships it has built with a variety of community members and organizations. School members actively participate with the “Slow Food Denver” and “Seed-to-Table” programs that provide on-going support including training opportunities, classroom health lessons, and guidance with a new school garden. Whole Foods Market supports initiatives that educate students about healthy food benefits, and assists with the school’s healthy snacks program for all students taking achievement tests. School membership on the Jeffco Public Schools Health Advisory Council secures district level support and a connection to a broad network of county organizations. Kaiser Permanente shares educational programs and project support. The Dakota Ridge High School Lacrosse Team has chosen Blue Heron’s garden as its community project, and the school participates in a variety of physical activity programs supported by Skate City Littleton and the “Jumping Eagles” Performance Team. This school seeks out opportunities to connect with both local and national school health organizations to increase knowledge and share support for other health initiatives that increase school and student wellness. 8 Healthy School Champions 2013
Flatirons Elementary School B oulder V alley Re 2
Healthy Staff The staff at Flatirons Elementary literally breathe health and wellness in an environment that is a home to hikers, cyclists, skiers, and world class runners. School staff are models of health for students—many offer before and after school programs for students that encourage physical activity. In order to promote staff health, a social committee plans outings so that teachers and other staff members can get to know each other by engaging in recreational activities outside of the school setting. Exercise classes and events are offered by a teacher in order to promote physical activity. Teachers and staff are planning a dance performance to the song “Gangnam Style” for the school talent show to further demonstrate the norm of activity and wellness.
James Monroe Elementary School C olorado S prings 11
Healthy Food Students at Monroe Elementary competed to see which classes offered the highest number of healthy food options at classroom parties—and the winners received extra recess. At the school’s “Fall Carnival,” the Coordinated School Health Team sponsored a nutrition game where students and their families made a lunch tray using one food from each of the food groups, and the prizes were fruits and vegetables. Classroom teachers found creative ways to integrate nutrition education into curriculum—the Physical Education and Science teachers addressed healthy food choices in class which supported the school’s Nutrition Education School Health Improvement Plan (SHIP) objective. Students made better nutritional choices even at Halloween. Instead of candy, the classroom parties offered celery, carrots, pumpkin seeds, red and green apple slices, broccoli, oranges, pepper slices, 100% juice boxes, peanuts, watermelon, grapes, cheese, honeydew melon, pineapple pieces, cantaloupe, strawberries, plain popcorn, and granola bars.
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P lace B ridge A cademy D enver C ounty 1
Safe & Welcoming Environment Place Bridge Academy is the first Denver Public School (DPS) school to incorporate a health initiative into its Unified Improvement Plan. This academy for kindergarten through eighth graders is a magnet school for the refugee students of DPS. A healthy and safe school environment is a fundamental academic support for students. Because many of this school’s student population have experienced lives of disorder and chaos, staff make a strategic effort to maintain a school environment that is safe, clean and orderly. Using Maslow’s Hierarchy of Needs, the school is able to truly support the education of its students. The “BRIDGE Way” of school norms provide a construct for orderly behavior and school-wide social interactions: Belonging, Respect, Integrity, Diversity, Generosity and Effort.
S alida M iddle S chool S alida R-32-J
Wellness Policy The wellness team at Salida Middle School came together in order to create a district-wide wellness policy. In order to ensure that a reliable policy was developed, the team drew on the expertise of its members by starting with a thorough review of the literature. The resulting district wellness policy has become a dynamic document that is reviewed and updated as needed. As an example, in school year 2011-2012, the wellness team realized that vending machine foods did not meet the district’s nutrition standards. Therefore, the team revised the policy in order to reflect a phase in plan over time. The goal was to require that all foods sold in vending machines met or exceeded nutrition standards by school year 2012-2013. The goal was accomplished ahead of schedule.
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Summit Elementary School W oodland P ark RE-2
Comprehensive Health Education The district formed a team to look at the Comprehensive Health Education and Physical Education Standards and create monthly lessons that covered all the components of Health Education— including personal health, emotional health, injury prevention and safety, nutrition, prevention of disease, and substance use. The lessons are integrated by classroom teachers, physical education teachers, school counselors, the city police department resource officer, and lunchroom staff. Fifth grade teachers are addressing personal health, injury prevention and safety, substance use and abuse (through the DARE program), mental and emotional health, and sexuality education through a variety of units and programs. This integrated approach is streamlining efforts to offer a coordinated, sequential Health Education curriculum and provides valuable documentation for future curriculum implementation.
Ute Pass Elementary School M anitou S prings 14
Moving More Students at Ute Pass Elementary are fortunate to live in a community that offers many opportunities to be physically active. In physical education, students are following the “SPARK” curriculum and participate in a variety of events that support movement, such as “Jump for Heart.” In past years, the “Walking School Bus” has been a great success as students walked a local trail that runs through the town. To encourage movement outside of the physical education class, the school promoted the “Walking School Bus” on Wednesday mornings. A number of parents and students walked 1.5 miles to school with the physical education teacher. More than half the school has signed up to participate in the “Mileage Club” during recess which helps to promote physical activity in the outdoors.
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Brady Exploration School (Jefferson County R-1) The healthy schools team and staff at Brady Exploration School work to ensure that all student needs are met in order to remove barriers to learning and success. Staff understand that students can’t learn if they are not safe, happy, and healthy. A majority of students are from low socio/ economic situations and the school’s Unified Improvement Plan is focused on improving attendance. At present, just 60% of students attend school regularly, and the work to improve attendance is a team effort involving teachers, counselors, and administrators.
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Bricker Elementary School (Harrison 2) The scho ol integrate has d wellness health and into man yo its activ ities and f programs . Parent
The staff at Bricker Elementary School in Harrison District 2 have made the eight components of Coordinated School Health a priority for its wellness team. The team is made up of ten highly motivated staff members who either are in charge of, or co-lead, one of the component areas. With help from a LiveWell Colorado Springs school health coordinator, the team created a matrix of ideas for wellness activities aligned with each component and ranked those in order of need as identified by the School Health Index. This matrix helped focus activities that had the most reach across the components while addressing needed improvement areas. A goal was set to host a “5K Fun Run” for staff, students, and community members.
Campo Elementary School (Campo RE-6) Campo Elementary has revised its wellness and nutrition policies and the school’s health and wellness committee is responsible for enforcement. The committee continues to investigate available funding that can support its healthy initiatives. The school is working with the local government on a community plan and several other projects, many of which will aid in efforts to .maintain a healthy school and community. Campo is working to make sustainable long-term changes that will become part of the school’s wellness culture.
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Canon City High School (Canon City RE-1) At Canon City High School a School Wellness Advisory Team comprised of teachers, counselors, and community members leads the healthy school efforts. The team meets once a month to discuss health in the school district and to collaborate on wellness initiatives. Everything the school undertakes engages many different groups working collaboratively. Administrators work with the physical education department to make sure the school has the latest equipment for students. Counselors work with teachers to make sure the mental and emotional needs of students are being met, and food service staff make sure that healthy meals are always available.
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Charles Hay World School (Englewood 1) I have en joy the gard ed tending en with stu incorpor ating hea dents, lth foods an d cookin ful g into classroo m instruc tion. 3rd Gra de Teach er
“Plant a seed, grow a gardener.� The fourth graders at Charles Hay World School made coleslaw from cabbages they grew. They started the seeds in cups in their third grade classrooms after a lesson on seed anatomy. When the seeds sprouted, they transplanted the seedlings into the school garden. They completed the cycle by harvesting and using the cabbages in their own recipes and cooking classes.
Columbia Elementary School (Colorado Springs 11) Every year the team at Columbia creates at least two School Health Improvement Plans (SHIPs) with measurable objectives in different areas of school health. This year, they created three SHIPs to address the areas of wellness policy, nutrition education, and physical education. They use the School Health Index to measure areas for improvement and have surveyed classroom teachers to identify school-wide needs. In recent years they have noticed that nutrition education should be expanded to include families as well as students. Last year the school completed the Healthy School Champions Score Card and decided to increase community and parent involvement. The school is planning its first family health night and is organizing a meal and events/activities for every family in the school. It will survey families at the event to get feedback and ideas about areas for further improvement.
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Crestone Charter School (Moffat 2) The school provides a comprehensive health and wellness curriculum for kindergarten through eighth grade that was developed and written by the school counselor. The curriculum fits the unique needs of Crestone Charter School and is aligned to Colorado State Standards and American School Counselor Association (ASCA) Standards. Additional curriculum resources were gathered from top ranked state health and wellness programs in the country. The curriculum includes the following content areas: social skills, conflict resolution and mediation, substance prevention, social justice, diversity and multi-cultural awareness, anatomy and physiology (as it relates to health, sexual and reproductive health), and nutrition (with practical applications for cooking).
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EditH Wolford Elementary School (Academy 20) We know we are m aking a positiv e impact on the lives of our stud ents in academic s and he althy lifelong choices. 4th Gra de Teach er
Wolford has been a Positive Behavioral Interventions and Supports (PBIS) school for five years with a school-wide intervention program based on the “Wolford Rocks” matrix: •
r stands for respect.
•
o stands for ownership.
•
c stands for choices that are right.
•
k stands for kindness.
•
s stands for safety.
Students are given rewards and incentives for meeting expectations and completing individual sticker charts. The principal, assistant principal, and counselor hold character assemblies where students are recognized and positive behaviors encouraged.
Galeton Elementary School (Eaton Re-2) The school’s improvement plan includes a Student Intervention Team which meets weekly to support students, teachers and families. The team which consists of a special educator, principal, classroom teachers, Title I teacher, parents, and a counselor has received extra training in data collection and analysis, as well as behavior modification and information about local resources. This team is able to reallocate human and financial resources as needed to address needs including academic, emotional, behavioral and family-based issues.
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High Point Academy (Charter School Institute) High Point Academy has a Coordinated School Health (CSH) team made up of staff, parents, and community partners. In Fall 2012, the CSH team’s first task was to work together to complete the School Health Index. At subsequent meetings, the group evaluated results and designed a School Health Improvement Plan (SHIP). Priority action items were: 1) Increase the amount of time students had to eat lunch; 2) Improve communication, with a focus on things like staff to staff communication about student health issues and school to parent communication about health resources; 3) Connect with community resources that can assist with efforts related to staff wellness, mental health, asthma education, crisis response, safe recess, and nutrition education for families; and 4) Increase the number of minutes students are physically active every day, with a focus on thinking outside of physical education.
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Laurel Elementary School (Poudre R-1) The scho ol cultur e creates a welcom ing environm ent to a multitude of commu nity agencies . Communit y Partne r
Laurel Elementary School includes a member of “Safe Kids” on a committee which connects the school to vital resources and supports within the health community. They also work in collaboration with the “Safe Routes to School” coalition in support of a bike and walk to school program. A “Fall Wellness Fair” engages about 15 community organizations that sponsor and facilitate educational booths. The “Pick a Better Snack” program is both supported and run by a local chiropractic office that collaborates with school staff to prepare and provide fresh fruits and vegetables to students.
MErino Junior Senior High School (Buffalo Re-4J) The Merino student body values education and health equally. Because of this, a group of students started planning an outdoor classroom. This area outside the school’s greenhouse will be used for many different activities such as nature-related lessons and a space for students to learn in an environment outside the classroom. The plan is to put seating, a weather-proof whiteboard, a weather observation station, bird feeders, and internet access in the Earthroom.
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Mountain View Elementary School (Douglas County RE 1) The Coordinated School Health team at Mountain View Elementary believes that its many physical activity programs not only provide physical benefits, but also stress relief. The school has seen a decrease in anti-social behavior and encourages optimal learning throughout the school day. A Positive Behavioral Interventions and Supports (PBIS) committee provides a school-wide action plan to increase good student behaviors. The goal is to reward positive behavior; over the last two years, the school team has seen a reduction in inappropriate behavior and referrals. The school psychologist has taken on the responsibility of teaching bullying prevention and education using the “Second Step” Program with all grade levels.
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Red Rocks Elementary School (Jefferson County R-1)
Walk thr oug halls and h the yo see stud u will ents mov ing more in t he class room instead of their des sitting at ks. Teacher
Red Rocks Elementary reports that 100% of its students participated in its healthy schools week last April. A survey of teaching staff revealed that 100% of teachers offered brain breaks/physical activity in their classrooms. Last spring, the school had 144 participants register for a family hike, which also raised over $1,500 for its healthy schools program. Its principal partnered with “Primal Bike Wear” which sponsored a “Century Bike Ride” that was open to the public and started on school grounds. Students from all grade levels participated in its “Mileage Club” and 70 students from grades Kindergarten to 6th registered in “Kids Running America. “ On the nutrition front, 86% of teachers reported that at least 50% of snacks offered at parties were healthy and classroom rewards were of a non-food nature. Fresh fruits and vegetables were the healthy choices offered most often at parties.
Ryan Elementary School (Jefferson County R-1) The Ryan Elementary school health team completed a School Health Index in order to determine areas of improvement. It then developed the school’s “Healthy Hawk High Five” program to meet the needs of students and staff. This program was developed as a School Health Improvement Plan (SHIP). Its first objective was aimed at increasing student activity and knowledge of healthy choices. The school plans to measure success through data collected on “High Fives” and the number of healthy choices offered at school celebrations. A second goal to increase the number of staff participating in the school wellness programs will also be tracked.
16 Healthy School Champions 2013
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Springs Ranch Elementary School (Falcon 49) At Springs Ranch Elementary, an emphasis on sustainability has centered around securing ongoing funding support from a variety of sources such as the National Dairy Council and the National Football League’s “Fuel Up to Play 60” program—and it even combines events as both healthy school events and fundraisers. Many programs are implemented with an intent that they become ongoing from school year to school year. This helps institutionalize expectations that Springs Ranch will continue to use the Coordinated School Health model and will implement programs and events with a focus that will positively impact future generations of Springs Ranch students, families, staff, and community partners.
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Stetson Elementary School (Falcon 49)
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Stetson Elementary school offers many after school sports activities such as: basketball, football, “Girls on the Run,” and “Land Sharks.” If the school does not offer an activity it looks to the community for classes such as soccer, karate, and dance. School staff offer a variety of options for students to find a personal healthy self that might include cooking classes as well as sports. The school team promotes active lifestyles through walk to school and bike to school days. Once students succeed, they sign a pledge to be active, and receive healthy snacks such as granola bars in order to promote healthy eating habits.
Swallows Charter Academy (Pueblo County District 70) The custodial staff at Swallows Charter Academy designated a bulletin board for the Wellness Team to use in the school’s cafeteria. The purpose of the board was to inform students, staff and community members about upcoming wellness events. On one side of the board, community physical activities such as 5k races, adventure races, and hikes are listed. On the other side, nutrition information is offered such as where and how to shop for healthy foods at grocery stores, proper portion guidelines, and a featured fruit or vegetable of the month.
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Washington Elementary School (Fremont RE-1)
Our main fu to get th ndraiser is e studen ts have fam ilies and friends sponsor a student for the B ear Fun Run . Communit y Partne r
The school’s wellness team includes teachers, students and parents that help guide the direction of health programs. The team has implemented “Fuel Up to Play 60,” started a smoothie “revolution” for the district, and promoted healthy school parties in conjunction with the school nutrition supervisor. The team is working to make changes to the school playground in order to get students moving more by using activity-based playground equipment. The students on the wellness team have proposed that the asphalt on the basketball courts be replaced because many kids have tripped on cracks—they are writing a proposal to the cement plant in the community.
Healthy School Champions 2013 17
About the seed money awards Over the past two years the Healthy School Champions Score Card management team noticed that there often were schools in Colorado who were just getting started in healthy school efforts and in implementing a Coordinated School Health model. In other words, they were in the “formative” stages of becoming a healthy school and had not begun to plan, coordinate or implement school health efforts. For the first time, an opportunity for schools just getting started was provided so that they might share thoughts, ideas and plans for improving school wellness. This past year, schools were invited to complete a “Planning Story” template that outlined strategies for moving forward and growing school wellness. The following schools received the first Healthy School Champion Seed Money Awards ($200 or $300). Congratulations and the management team looks forward to seeing you in the Champions category next year!
Cimarron Middle School (Douglas County Re 1) This school plans to eventually use community partners to sustain a rewards program for vital school nutrition and physical activity programs. The school team will use community resources to provide a wider variety of organized opportunities that can be deemed as “family” activities that take place in the evening or on the weekends.
Conifer Senior High School (Jefferson County R-1) This school has signed on to be a “Fuel Up To Play 60” school and has plans to create lunchtime tournaments, games and other activities that students sign up for to get physical activity during a 40-minute lunch period. Because this school is located in the foothills with weather challenges, it plans to open weight rooms, fitness/wrestling rooms and the gym for wellness activities.
18 Healthy School Champions 2013
Meeker Elementary School (Meeker Re-1) After developing a school health team in the Fall 2011, the group began Phase 1 of RMC Health’s Roadmap to Healthy Schools. . The team met monthly and completed Phase 1 in the Spring 2012. They have moved on to Phase 2 and are currently working additional steps in the process. They began making changes in their lowest component area, Health Promotion for Staff. While the process seems to be slow, the school is setting up programs to get staff moving and thinking about their health.
Swink Elementary School (Swink 33) The school plans to start a chapter of “Girls on the Run” at Swink which will allow the involvement of local running enthusiasts, and parents who want to become more active as their daughters train for a 5K race. This program seeks to build the self-esteem of girls through running, achieving goals and learning through “object lessons” offered during the training process.
Bear Canyon Elementary School (County RE 1) The school completed the School Health Index to focus on areas needing work. This sparked the team to design goals around health education and a healthy snack policy. The Score Card tool helped team members to identify deficits, including a need to focus on staff wellness and health workshops for students and families.
Fremont Middle School (Fremont Re-2) The school’s Unified Improvement Plan (UIP) did not currently cover any health standards and the team wanted to include State Health Standards in its UIP in the years to come. The more health programs and education offered, the more the team will be able to incorporate health and wellness into the daily school schedule.
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Lincoln School of Science & Technology (Canon City Schools) This school wants to monitor data around healthy school efforts, and specifically, for its 5210 project (5 servings of fruits/vegetables per day, 2 hours or less of screen time, 1 hour of physical activity, and 0 sugary drinks). Staff will collect data from calendars sent home with students to measure the class with the highest return percentage.
Meiklejohn Elementary School (Jefferson County R-1) The Meiklejohn team is working on sustainability by securing funding and implementing low cost, high impact programs that integrate health into its classroom curriculum or have a support network with its PTA volunteers.
Mountain View Core Knowledge (Canon City RE-1) This school has a number of items on its “to do” list including: fixing broken playground equipment; signage for the playground that offers game instructions; a Frisbee disk golf course; a climbing rock or climbing wall; installing fitness equipment by the track for the middle school students; and a shade structure for the playground.
Sand Creek Elementary School (Harrison 2) Sand Creek will continue to build awareness of the school health team’s efforts and the core values of Coordinated School Health to gain recognition of efforts and additional staff participation. Engaging in community partnership with organizations like LiveWell Colorado Springs will expand resources and content expertise.
Westridge Elementary School (Jefferson County R-1) Through its PTA, community, and staff, this school plans to continue an emphasis on school wellness efforts. The school team has seen significant changes in the snacks provided at parties and daily snacks in classrooms. After-school activities continue to grow, and consist of fencing, Zumba, “Girls on the Run,” and “Get Fit.” 20 Healthy School Champions 2013
healthyschoolchampions.org
Patterns of Participation During the 2012-13 Healthy School Champion (HSC) Score Card recognition process, the following patterns of participation occurred:
• A total of 105 school registered with the HSC database
• Sixteen schools indicated they wanted to complete a planning story, and of these, 69 percent did
• The number of participating districts increased by 19%
• The number of participating schools increased by 4%
• Among all participating schools, 48 percent were new to the HSC recognition program
Types of Schools During all three years of HSC Score Card recognition, a majority of participating schools (63 percent in 2012-13) have been elementary schools. In the 2012-13 school year, all schools participating in the HSC Score Card enrolled close to 50,000 students.
Scoring Patterns
• Out of a possible score of 100%, actual scores ranged from a high of 95% to a low of 7%
• Of the schools that created a total score, the average score was 71.7%
• Coordinated School Health component areas with the highest scores were School Environment, Counseling and Physical Education/Physical Activity. Lowest scoring component areas were Nutrition, Health Education and Staff Wellness.