middle/high toolkit 2014

Middle & High School Toolkit

Greetings! Thank you for taking the time to review the 5-2-1-0 Goes to School Toolkit. 5-2-1-0 Goes to School is a program of Let’s Go! at The Barbara Bush Children’s Hospital at Maine Medical Center. We work with community partners as well as individual schools across the state, to support healthy eating and active living in the school community. The program is based on the following easy-to-remember message:

This toolkit contains strategies and resources to help you incorporate 5-2-1-0 into the school day. Each element of the toolkit was developed to address the unique interests of schools. The toolkit provides resources which support the school ‘champion’ and team members spearheading the program to engage school staff in implementing each of the 10 evidence based 5-2-1-0 strategies to increase healthy eating and active living in your school community. Our hope is that 5-2-1-0 Goes to School will help support schools in raising and educating a healthier generation of children. Please share any feedback, questions, or comments you may have with your local Let’s Go! contact by visiting the ‘In Your Community’ page of our website: www.letsgo.org. Sincerely,

Victoria W. Rogers, MD Director, Let’s Go! The Barbara Bush Children’s Hospital at Maine Medical Center

Heidi Kessler Senior Program Manager, Let’s Go! The Barbara Bush Children’s Hospital at Maine Medical Center

Richard Fortier, CHES Program Manager, Let’s Go! The Barbara Bush Children’s Hospital at Maine Medical Center

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Let's Go! is a program of

DiamondSponsor

($500,000 or more a year)

PlatinumSponsors

($100,000 to$499,999 a year)

GoldSponsors

($50,000 to$99,999 a year)

SilverSponsors

($25,000 to$49,999 a year)

BronzeSponsors

($5,000 to$24,999 a year)

4/14

TidesFoundation

Visiting Board of the Children's Hospital

Thanks to our 2014 Statewide & Local Sponsors

Founding Partners:

Let's Go! is a program of

Tab 1: Introduction What is Lets Go!

5210 Poster

5210 Goes to School Program Overview

Scientific Rationale

Frequently Asked Questions

Tab 2: Getting Started 5 Step Path to Implementation

Announcing a New Partnership Letter

Everyone Has A Role to Play

5210 Goes to School Presentations

Tab 3: Empowering Youth Team Approach

Why Involve Youth?

Resources for Effective Youth Group Work

Tab 4: Activities for Schools Go, Slow, Whoa in the Cafeteria

Go Foods, Slow Foods, Whoa Foods

Understanding Food Labels

Snackwise® System

Remove Junk Food Advertising

Care2Eat Lessons

Students Taking Charge

Using Active Video Games for Rewards

Active Video Games: Good for You?

Media Projects

Media Project Sample: Deering High School Poster Contest

Make-Your-Own Sugar Bottle Display

Activity Room

Healthy Fundraising: Promoting a Healthy School Environment

Table of Contents

Continued on next page...

What Schools Can Do: Ideas for Healthy Fundraising Alternatives

Cash without Calories! Fundraising without Food

Intercom Announcements: 5210 Trivia & Facts of the Day

Move and Improve Flyer (Student)

Tab 5: Partner with and educate families in adopting and maintaining a lifestyle that supports healthy eating and active living.

Partner with and educate families in adopting and maintaining a lifestyle that supports healthy eating and active living

Announcing A New Partnership Letter: Template

CDC Parent Engagement Guide

5210 Every Day!

or More Fruits & Vegetables

Eat at least five fruits and vegetables a day

Healthy Shopping On A Budget


Maine Seasonal Food Guide

Breakfast is Best!

A Meal Is a Family Affair

To have fruits and vegetables year-round, add frozen or canned

What’s a Healthy Portion?

The Fittest Food

How to Add Fiber to Your Meals

Non-Food Reward Ideas for Middle and High School Students

Get Your Portions in Proportion

Healthier Cafeteria Snack Options

Please Give Nutritiously

Hours or Less Recreational Screen Time *Keep TV/Computer out of the bedroom. No screen time under the age of 2.

Limit recreational screen time to two hours or less

Healthy Sleeping Habits

Hour or More of Physical Activity

Get one hour or more of physical activity every day

Take It Outside!

Sugary Drinks, More Water & Low Fat Milk

Drink water and low fat milk; limit or eliminate sugary beverages

Water is Fuel for Your Body

Calcium Counts

Sports and Energy Drinks

How Much Sugar Do You Drink?

Think Your Drink

For Growing Bones...Which Milk?

Tab 6: Collaborate with Food and Nutrition Programs to offer healthy food and beverage options.

The Role of School Nutrition Programs in Let’s Go!

Build a Healthy Lunch Tray Poster

10 Things You Always Wanted to Know About Your School Nutrition Program But Were Too Afraid to Ask

Smart Snacks in School

Tips to Support Healthy School Meals

Cafeteria as a Learning Lab

Cafeteria to Classroom Connection

Cafeteria-Sponsored Snack Program

Fun Songs About Nutrition

School Nutrition Newsletter Snippets

Dispelling School Food Funding Myths

Chapter 51: Child Nutrition Programs in Public Schools and Institutions

Maine's Law Banning Food Ads In Schools

Table of Contents


Tab 7: Implement a staff wellness program that includes healthy eating and active living.

Healthy Employees are Happy and Productive

Healthy Maine Works

Staff Wellness Resources

Move and Improve Flyer (Worksite)

Tab 8: Coordinated School Health Programs

Maine’s Coordinated School Health Programs

Using 5210 Strategies to Strengthen a Coordinated Approach to Health in Schools—Sample

Using 5210 Strategies to Strengthen a Coordinated Approach to Health in Schools—Worksheet

Tab 9: Body Mass Index (BMI)

Body Mass Index (BMI)

Measuring BMI

Measuring Height and Weight

Tab 10: Resources Complementary Programming Strategy Grids: Fuel Up to Play 60 Safe Routes to School University of Maine Cooperative Extension plus

Contact Info Sheet for County Extension Offices WinterKids

Other Resources

Resources for Free Promotional Materials

Select Resources

Sample Language for Requesting Funds from Local Businesses

Sample Letter to Businesses

Engage Community Partners

Activities That Involve Community

Healthy Dates to Celebrate

Healthy Body Image Resources

School Gardening Resources

Tried and True Advice for School Gardeners

Hannaford Community Relations Donation Request Form

Hannaford: Resources for Families

Facts & Figures About Our TV Habit

Reducing Teen Screen Time Web Resources

ACES (All Children Exercise Simultaneously)

Physical Activity & Academic Achievement

Tab 11: Bibliography of Useful Research Articles

Bibliography of Useful Research Articles

Childhood Obesity in Maine (NICHQ)

The Obesity Epidemic and Maine Students

Implementing National Recommendations

Table of Contents

Tab 1: Introduction

What is Lets Go!

5210 Poster

5210 Goes to School Program Overview

Scientific Rationale

Frequently Asked Questions

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What is Let’s Go!? Let’s Go!, a program at The Barbara Bush Children’s Hospital at Maine Medical Center, uses a multi-setting approach to reach youth and families where they live, learn, work, and play to reinforce the importance of healthy eating and active living. The program is based on the premise that if families are exposed to the same health promotion messages through several settings, and if those settings have policies and environments that support healthy choices, they will be more likely to adopt or maintain the behaviors in their daily lives.

The Let’s Go! multi-setting model is pictured below and includes the core principles of:

Healthy Places Support Healthy Choices Consistent Messaging Across Settings is Essential Strategies are Based on Science & Recommended by the Medical Community

The Let’s Go! program interventions center on the use of the common message of “5-2-1-0”. These behaviors are supported by science and endorsed as recommendations by medical professionals:

Let’s Go! has identified strategies and created tools to support and evaluate those strategies. All of these settings are supported by a marketing campaign that utilizes multiple methods of communication including social media.

For more information, contact the Let’s Go! Home Office

at 207.662.3734, or email us at [email protected].

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or more fruits & vegetables hours or less recreational screen time*

hour or more of physical activity sugary drinks, more water & low fat milk

*Keep TV/Computer out of the bedroom. No screen time under the age of 2.

5-2-1-0 Goes to School Program Overview

Let's Go! is a nationally recognized program designed to increase healthy eating and

active living in children from birth to age 18. Let's Go! works in six settings (schools,

out of school, early childhood, healthcare, workplace and community) to reach

children and families where they live, learn, work, and play. Let's Go! is centered on

the common message of "5-2-1-0".

5-2-1-0 Goes to School is a program of the Let’s Go! school setting. The program

provides an easy five step path for implementing Let’s Go!’s 10 evidence based

strategies to improve the policies, practices, and environments that influence healthy

eating and active living at school.

For more information, contact the Let’s Go! Home Office

at 207.662.3734, or email us at [email protected]

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10 Strategies for Success

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The Redy mascot refers to a Let’s Go! priority strategy.

The 10 Strategies for Success are evidence-based and align with national recommendations to increase healthy eating and active living. Let’s Go! recommends creating and implementing strong policies around these strategies. Please refer to the Let’s Go! toolkits for ideas on how to implement each strategy.

1. Limit unhealthy choices for snacks and celebrations; provide healthy choices.

2. Limit or eliminate sugary drinks; provide water.

3. Prohibit the use of food as a reward.

4. Provide opportunities to get physical activity every day.

5. Limit recreational screen time.

6. Participate in local, state and national initiatives that support healthy eating and active living.

7. Engage community partners to help support healthy eating and active living.

8. Partner with and educate families in adopting and maintaining a lifestyle that supports healthy eating and active living.

9. Implement a staff wellness program that includes healthy eating and active living.

10. Collaborate with Food and Nutrition Programs to offer healthy food and beverage options.

Definitions:

Unhealthy choices include foods and drinks high in sugar and/or salt such as soda, candy, cookies, cake and chips.

Healthy choices include water, fruits and vegetables, whole grain foods, protein sources such as eggs, beans, dairy, fish and poultry and healthy fats such as nuts, seeds and avocados.

Sugary drinks include juices (including 100% fruit juice) and sugar sweetened drinks such as Sunny Delight, soda, sport drinks such as Gatorade, energy drinks such as Red Bull, lemonade and sweetened coffee or tea drinks such as Snapple.

Physical activity is any movement that increases heart rate and breathing; for example, running, climbing, jumping, dancing, etc.

Screens include TVs, computers, video games, tablets and smart phones.

Recreational screen time is screen time used for non-educational purposes.

Celebrations honor a special day or event.

A food reward is a food used to encourage good behavior.

Scientific Rationale for 5210

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or more fruits and vegetables.

A diet rich in fruits and vegetables provides vitamins and minerals, which are important for supporting growth and development, and for optimal immune function in children. High daily intakes of fruits and vegetables among adults are associated with lower rates of chronic diseases such as heart disease, stroke, high blood pressure, diabetes, and possibly some types of cancers. Emerging science suggests fruit and vegetable consumption may help prevent weight gain, and when total calories are controlled may be an important aid to achieving and sustaining weight loss.

hours or less recreational screen time*.

According to the American Academy of Pediatrics (AAP,) the average child watches an average of 5–6 hours of television a day. Watching too much television is associated with an increased prevalence of overweight and obesity, lower reading scores, and attention problems. The AAP therefore recommends that children under age two shouldn’t watch any television. In addition, the AAP recommends no TV or computer in the room in which the child sleeps, and no more than 2 hours of screen time a day.

hour or more of physical activity.

Regular physical activity is essential for weight maintenance and prevention of chronic diseases such as heart disease, diabetes, colon cancer, and osteoporosis. While most school age children are quite active, physical activity sharply declines during adolescence. Children who are raised in families with active lifestyles are more likely to stay active as adults than children raised in families with sedentary lifestyles.

sugary drinks, more water & low fat milk.

Sugar-sweetened beverage consumption has increased dramatically over the past 20 years; high intake among children is associated with overweight and obesity, displacement of milk consumption, and dental cavities. It is recommended that children 1–6 years old consume no more than 4–6ounces of juice per day and youth 7–18 years old consume no more than 8–12 ounces. Whole milk is the single largest source of saturated fat in children’s diets. Switching to low or non-fat milk products significantly reduces dietary saturated and total fat, as well as total calories.

*Keep TV/computer out of the bedroom. No screen time under the age of 2. Adapted from the Maine Center for Public Health

Frequently Asked Questions 1. Why is my school working with 5210 Goes to School? 5210 Goes to School provides a framework for schools, teachers, and parents to use in order to create a healthier school environment. Within the framework, schools are supported, encouraged, and united with the common goal of increasing student wellness.

2. Who does the 5210 message apply to? While physical activity needs can vary by age, the 5210 message applies to everyone. It is an easy-to-remember healthy lifestyle message which encourages increased physical activity and healthy eating.

3. Why the 5210 message? There is scientific rationale supporting each component of the 5210 message. It has been used in doctors’ offices in Maine since 2004 and has been used in the school setting since 2006. The 5210 message is an easy way to have an open discussion about the ways to increase physical activity and healthy eating.

4. Is this one more thing that I have to do? No, our goal is to help “bring you from where you are to where you want to be.” To ease the burden that teachers and schools face, we come to you for meetings, help build your capacity, and help you get the answers you need. We work with administration, school nurses, teachers, School Health Coordinators, School Nutrition Programs, and parents. We have tools for everyone who has a role to play.

5. How do I use the Toolkit? The toolkit is geared towards school administrators, school nurses, teachers, and School Health Coordinators, but also contains tools for PTO members, parents and kids. It is made up of two binders which contain strategies and resources to help you incorporate 5210 into the school day. The Champion Binder is for the ‘champion’ and team members in the school who are spearheading the program. The Bringing 5210 to Life Binder will help you implement each of the 10 evidence based 5210 strategies to support increased physical activity and healthy eating in your school.

6. How important is my behavior to the success of this project? Role modeling is an important part of changing behaviors among children. Besides parents, teachers and school staff spend the most time with children and provide an important influence in their lives. If you practice good health behaviors, the students will notice.

7. What if one of the concepts in the 5210 Goes to School toolkit contradicts my teaching practices? If at any point you feel uncomfortable with any of the ideas or concepts endorsed in the kit, do not proceed with that topic. There are many different strategies that you can try, which may better suit your teaching style or practices.

8. Will discussion of the 5210 message lead to an increase in eating disorders such as anorexia nervosa? There is no current evidence that bringing up healthy behaviors in a positive manner leads to disordered eating. The 5210 message is an easy way to discuss general health subjects that apply to everyone. Its purpose is to spread healthy behaviors. A recent study in a medical journal (Austin, et al., Archives of Pediatrics and Adolescent Medicine, vol.161: 865-869) supported the idea that interventions like 5210 Goes to School may actually help prevent eating disorders in early adolescent girls.

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Tab 2: Getting Started

5 Step Path to Implementation

Announcing a New Partnership Letter

Everyone Has A Role to Play


In This Section T

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Let’s Go!’s 5 Step Path to Implementation

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New Sites: Sign up with your

local partner.

Returning Sites:Will hear from

your local partner.

Program year begins July 1st.

If applicable,(re-)assemble your

team.

Sign-Up Or Re-Engage

1

ImplementAction Plan

3

Implement the strategies you have chosen.

Engage in one or more types of

technical assistance as

needed.

Evaluate

4

Complete the Implementation

Survey each spring based on the policies and

practices your site has in place.

Celebrate/Recognition

5

Share successes with rest of site

(other staff, youth, parents,

community etc.)

Create an Action Plan

2

Assess environment and practices and plan

for the year by completing the Let’s Go! Action

Plan or by having a conversation with your local partner.

Letter to Parents Announcing a New Partnership

Date:

Dear Parents:

We are pleased to announce that has teamed up with 5-2-1-0 Goes to School, a program that is part of a larger project called Let’s Go!. Let’s Go! is a nationally recognized program designed to increase healthy eating and active living in children from birth to 18. Let’s Go! works in 6 settings (schools, early childhood, out of school, healthcare, workplace and community) to reach children and families where they live, learn, work, and play. Let’s Go! is centered on the common message of "5-2-1-0".

Eating right and being physically active can be a challenge in today’s busy world. 5-2-1-0 Goes to School is here to help! As a part of 5-2-1-0 Goes to School, our school will be working hard to incorporate the 5-2-1-0 messages into our daily activities. As part of our work, you may also receive parent-geared information, which will highlight the messages that your child is learning at school. Visit www.letsgo.org for more information about 5-2-1-0 Goes to School.

Please contact at - or email Let’s Go! school staff at [email protected].

Sincerely,

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Everyone Has a Role to Play in 5210 Goes to School

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The Role of the Classroom: � Increase opportunities for physical

activity and healthy eating duringthe school day using the 5210strategies.

� Educate students of the impor-tance of physical activity andhealthy eating.

The Role of the School: � Implement a strong wellness

policy that supports 5210 strategies.

� Role model 5210 behaviors.

� Create an environment that is supportive of 5210 strategies.

The Role of the Community: � Local doctors, dentists, parents,

and other professionals share theirexpertise with schools.

� All school programs, childcare centers, recreation centers, andlibraries can all promote and practice 5210 to support consistent messaging.

The Role of the Family: � Create a home environment that

is supportive of 5210 behaviors.

� Become involved in 5210 Goesto School and other initiatives that promote physical activity andhealthy eating.

� Role model 5210 behaviors.


The 5210 Goes to School program can provide a limited number of presentations to school boards, administration, PTO/PTA groups, and teachers and staff. In addition, we have a few prepared presentations on "hot topics” that can be used in a variety of settings. If time allows, we are happy to present these, otherwise, please feel free to use them yourself!

On www.letsgo.org, under schools resources, you can find the following PowerPoint presentations:

5210 Goes to School: Promoting Physical Activity and Healthy Eating in the School Environment


Consequences of Food as a Reward: A Day in the Life of a 10-year-old

Occasionally, arrangements can be made to have your school physician or another practicing doctor come in to speak with students about 5210. We have a prepared script that they can use.

Please contact us at [email protected] for more information.

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Tab 3: Empowering Youth

Team Approach

Why Involve Youth?


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Team Approach

5210 Goes to School highly encourages a team approach to help accomplish your projects. Increasingly more and more schools are tapping into the benefits of the team approach. This approach provides improved results by sharing the workload, reducing time commitment, enhancing creativity, and creating group support. Team members can also serve as great role models. A school team can be made up of administrators, teachers, school health coordinators, nurses, and teens. Involving teens is especially important as it increases their interest in positive health changes and increases the effectiveness of your project. 5210 Youth Teams A 5210 team, made up of students and an advisor, is a great way to bring the program to a middle or high school. This empowers students and allows them to drive the program and to focus on concerns that are most relevant to their lives. This has successfully taken place in a few 5210 schools so far. Here are a couple of examples:

Falmouth Middle School created a 5210 SNAC group. SNAC stands for “Student Nutrition Advisory Club”. Students from grades 5-8 meet every other week in the library before school to collaborate with the School Nutrition Director, cafeteria manager, health teacher, and school nurse to improve healthy choices offered in the cafeteria. Improvements include more fruit and vegetable choices on the salad bar, pre-made salads, and fruit parfaits.

Freeport High School has an existing club called WOWW. WOWW stands for “We Organize Wellness Wednesdays”. This group took on the roll of the 5210 team and used program resources and materials to put on monthly wellness events for their peers during study halls. Because the wellness events were put on by students, they were well attended and directly applicable to their unique needs and interests.

Teamwork !

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Why Involve Youth?

Young people have a right to be consulted about decisions that will effect their lives, and will have unique insights into

the strengths & weaknesses of a project aimed at youth.

Young people are fun to be with and can teach you a lot.

A youth perspective is different than an adult one and in the spirit of “two heads are better than one,” multiple perspectives are helpful when trying to create change or

solve a problem.

Involving youth in authentic ways offers them opportunities to build skills and have leadership experiences that can influence their future choices and possibilities for work and

school.

Involving youth lets them know that you are “walking your

talk” about their importance to you and your initiative.

Youth have energy and creativity that when tapped can

transform a project, community, school or any environment.

Youth make great peer & community educators and can creatively get a message across—to younger students, peers,

parents, and community leaders.

Involving young people builds sustainability—young people who lead today build the skills and interest to lead

tomorrow.

Involving youth in authentic ways can take more time, energy and creativity than

doing a project alone, but the rewards are big. It is essential to have a strong understanding of the value of involving youth to keep you motivated when barriers

arise. Below are a list of just some of the good reasons to partner with youth as you strive to make change.

Created by the (MYAN), 2007

A program of the People’s Regional Opportunity Program (PROP)

www.MYAN.org


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Maine Youth Action Network (MYAN): An action plan can help you and your group set goals and plan the steps along the way to achieving them. MYAN provides tools and technical support to assist youth groups in creating and achieving their action plans. Some action planning tools are available, contact MYAN for more support. http://www.MYAN.org For more information on tools you can use to help you create positive change in your schools and communities, visit the MYAN online resource page: http://www.MYAN.org//?page=resources

KIDS Consortium: KIDS works with teachers, administrators and students to involve students in addressing real challenges faced by their communities. It provides tools and training in service learning for educators and community organizations, as well as student Apprentice Citizenship leadership programs. Together they identify, research, and work to address local community needs. With Guidance from KIDS, teachers match those projects to school curricula, providing a powerful “hands on” learning experience that improves the community and brings academics to life. http://www.kidsconsortium.org

Tab 4: Activities for Schools

Go, Slow, Whoa in the Cafeteria



Snackwise® System

Remove Junk Food Advertising

Care2Eat Lessons

Students Taking Charge



Media Projects



Activity Room

Healthy Fundraising: Promoting a Healthy School Environment

What Schools Can Do: Ideas for Healthy Fundraising Alternatives



Move and Improve Flyer (Student)

In This Section T

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Go, Slow, Whoa in the Cafeteria

Cafeteria food is often a hot topic of conversation among teens. What’s good, what’s not, what’s nutritious, what’s not. To help get students actively involved in the cafeteria food offer-ings, we recommend use of the Snackwise ® system (see document later in this Tab) and the Go, Slow, Whoa system. The Go, Slow, Whoa system (described on the next page) can be used to label a la carte items in the cafeteria. Green, yellow, and red sticky dots could be applied right on the item. For ex-ample, an apple would get a green sticker, an instant oatmeal packet would get a yellow sticker, and a bag of potato chips would get a red sticker. Steps to take:

1. Assess student interest in the idea of categorizing the a la carte items.

2. Work with the School Nutrition Director to ensure their support.

3. Work with students to determine which foods go with which category. This can be strictly nutritionally based (using the Snackwise® system or the knowledge of the School Nutrition Director) or based on conversations and opinions. Don’t feel like every decision needs to be scientifically based or valid. The activity is more about having a discussion about healthy options and helping students think about what choices they make.

4. Once foods are categorized, work with the School Nutrition Director to schedule a time for students to come do the labeling.

5. Consider tracking the sales of the labeled foods. Consider surveying students to see how they feel about new labels.

This activity provides students with a positive way to engage and possibly impact the choices available in the cafeteria.

For more information, contact us at 207.662.3734 or [email protected].

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Lots of kids want to know which foodsto eat to be healthy. Here’s somethingkids can do to eat healthier: Learn thedifference between Go, Slow, andWhoa foods.

You probably know that foods fit into different categories. The USDA puts them into thesecategories (visit www.ChooseMyPlate.gov for the newest data):

■ Grains ■ Vegetables ■ Fruits■ Milk and dairy products ■ Meat, beans, fish, and nuts ■ Oils

But now, foods can be classified in three new groups: Go, Slow, and Whoa. In 2005, theU.S. National Heart, Lung, and Blood Institute (part of the National Institutes of Health)suggested kids start thinking about whether foods are Go foods, Slow foods, or Whoa foods.

Go FoodsThese are foods that aregood to eat almost anytime.They are the healthiestones. Example: skim & lowfat milk; some fruits & veggies.See the back of this sheet for more examples.

Slow FoodsThese are sometimesfoods. They aren’t off-limits, but they shouldn’t beeaten every day. At most,eat them several times aweek. Example: waffles and pancakes.

Whoa FoodsThese foods should makeyou say exactly that—Whoa! Should I eat that?Whoa foods are the leasthealthy and the most likelyto cause weight problems,especially if a person eatsthem all the time. That’swhy Whoa foods are once-in-a-while foods. Example:french fries.

For a chart of Go, Slow, and Whoa foods, visithttp://www.kidshealth.org/kid/stay_healthy/food/go_slow_whoa.html


● Go Foods● Slow Foods● Whoa Foods

Go Foods■ Baby carrots■ Celery sticks■ Snap peas■ Grape tomatoes■ Apples■ Cherries■ Melon■ Oranges■ Peaches■ Pears■ Whole grain breads■ Low fat and skim milk■ Chicken and turkey

without skin■ Lower fat cheese and

yogurt■ Water

Slow Foods■ 100% fruit juice■ Fruits canned in light

syrup■ White bread■ French toast, waffles,

and pancakes■ Tuna canned in oil

Whoa Foods■ French fries■ Fruits canned in heavy

syrup■ Doughnuts■ Muffins■ Whole milk■ Fried hamburgers■ Chicken nuggets■ Cookies■ Ice cream

● Go Foods● Slow Foods● Whoa Foods

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What can I use the Nutrition Facts label for?

Getting a general idea about what’s in a food (i.e. how nutritious a food is).

Figuring out what counts as one serving and how many calories are in each serving. Comparing two similar products to choose the healthiest option.

Watch out for these common misconceptions:

Assuming sugar-free or fat-free means calorie-free; it’s not true! Buying something because it says “organic”, “natural”, “multigrain” or has some other

“healthy” claim. These statements do not mean a product is good for you. Assuming that because a package looks like it should only be one serving it actually is.

Many beverage bottles and packages of chips, cookies and candy are actually 2 or 3 servings!

Resources: http://www.fda.gov/Food/IngredientsPackagingLabeling/LabelingNutrition/ucm20026097.htm

START HERE Start by checking what counts as one serving size and how many servings there are per package.

CHECK CALORIES How many calories would you eat if you ate a whole package? Multiply the number of “servings per container” by the “calories”.

GET ENOUGH OF THESE NUTRIENTS Aim to get enough fiber, vitamins and minerals.

Know Your Fats and Reduce Your Sodium Aim to eat only small amounts of saturated fat and cholesterol. Keep transfat to 0. Limit your sodium by choosing foods with less sodium.

QUICK GUIDE TO % DAILY VALUE 5% or less is Low, 20% or more is High. Use the % Daily Value to compare similar foods and choose the healthiest option.

Snackwise®

WHAT IS SNACKWISE®?

Developed by the Center for Healthy Weight and Nutrition at Nationwide Children's Hospital, Snackwise® is a research-based snack rating system that calculates nutrient density in snack foods.

WHO CAN USE SNACKWISE®?

Snackwise® is a great tool for middle and high school student groups to use to analyze a la carte items and vending machines.

HOW SNACKWISE® WORKS:

The Snackwise® Nutrition Rating system is easy to use! All you do is type the information from the

nutrition facts label in the Snackwise® Calculator and Snackwise® determines the nutrient density

and rates the snack! Snack foods are then rated as either:

GREEN: BEST CHOICE YELLOW: CHOOSE OCCASIONALLY RED: CHOOSE RARELY

IMPLEMENTING SNACKWISE IN VENDING MACHINES:

Nationwide Children's Hospital suggests that vending machines establish a ratio for each of the

categories as:

30% Green 55% Yellow 15% Red

Vendors and schools can work together to identify and adjust snack selections to meet new healthier

vending selection guidelines. A student group or health class can analyze the current ration of green,

yellow, and red foods available as a la carte items or in the vending machines, then work with the

School Nutrition Director to increase the number of smarter snack choices available.

HOW TO ACCESS THE SNACKWISE SYSTEM:

The Snackwise® calculator is free to use at www.snackwise.org. You can also choose to purchase a 1 year membership for $25. The membership allows you to have full access to all the Snackwise® features, save snack lists, and to have access to experts to answer your questions.

http://www.snackwise.org/

Snackwise rates snacks based on their nutrient density and puts them into the following categories. Here are some examples:

Best Choice:

Choose Sometimes:

Choose Rarely:

Fruits and vegetables

Clif Organic Z Bar

NutriPals Snack Bars, PediaSure, Peanut Butter Chocolate or Strawberry Yogurt

Oatmeal To Go, Apple Cinnamon for Kids

Pria Complete Nutrition Bar, Chocolate Peanut Butter Crisp

Solo Low Glycemic Nutrition Bar, Chocolate Charger or Mint Mania

Fig Newtons, 100% Whole Grain

Fruit Crisp Bites, Apple Crisp or Strawberry

Instant Quaker Oatmeal Express Cups, Cinnamon Roll, Golden Brown Sugar, Vanilla Cinnamon

Life Cereal, Single Serve Cup

Quaker Breakfast Cookie, Chocolate Chip

Austin Zoo Animal Crackers (1oz/28g)

California Raisins Snack Box (1.33oz/38g)

Doritos, Reduced Fat Cooler Ranch (1oz/28.3g)

Generation Max Combos Ranch Pretzels (1.06oz/30.1g)

Kellogg's All Bran Snack Bites, Honey Oat & Strawberry (0.99oz/28g)

Kudos Snickers Bar (0.89oz/23.5g)

Nature Valley Granola Bars, Maple Brown Sugar (1.5oz/42g)

Pepperidge Farms Goldfish Vanilla Physedibles 300 ct. (0.9oz)

Rice Krispie Treat (1.3oz/37g)

Stacy's Cinnamon and Sugar (1.5oz/42.5g)

100 Grand (1.5oz/42.5g)

Chewy Runts (1.85oz/52.4g)

Doritos, Fiery Habanero (1.75oz/49.6g)

Frito-Lay Flamin' Hot Chee-tos, 104 ct. (1.1oz)

Grandma's Chocolate Chip Big Cookies (1.38oz/39g)

Keebler Fudge Stripe Cookies 12-11.5, 3 ea. (0.3oz)

Lays, Cheddar Sour Cream (1.5oz/42.5g)

Mounds (1.75oz/49g)

O'Keely's Bacon Cheddar (1.5oz/42.5g)

Skittles, Original (2.17oz/61.5g)

Get the word out! Use the Snackwise® news release and parent letter to promote the Snackwise® Nutrition Rating System.

Implementing Snackwise® in a School Setting Steps for Modifying Vending Choices

Assess Current Vending Machine Content • Survey what is currently available in your vending machines. Asses the nutritional value using

the Snackwise® system and assign the corresponding color code to each snack. An assessment survey is included on Page 3.

Complete a Nutrition Assessment of Vending Foods • Use the assessment survey on page 3 to total the number of snacks for each color and calculate

the percentage of green, yellow, and red choices that are in the machine.

Determine Mix of Products to Offer • Adjust the snack selections in the vending machine to fit the Snackwise® guidelines for each

color: Green: 30%, Yellow: 55%, Red: 15%. Work with the vendor or food supplier to identify snacks that meet Snackwise® guidelines. Example Snackwise® plannograms are included to help guide you with snack selections.

Label Your Vending Machines • Many subscribers print out customized "vending lists" and post them wherever snack foods are

sold. That includes vending machines, kiosks, mini-stores and cafeteria a la carte lines. As a subscriber, you can create and save as many vending lists as you like, plus you can edit the items in the list whenever your selection changes.

Communicate Your Vending Changes • Communicate to the community, parents, faculty and

students what changes have been made and how Snackwise® works. Promote the selection of Green and Yellow choices for a healthy lifestyle.

2

Implementation Suggestions Munchies Ultimate Cheddar Mix

Frequently Asked Questions What nutrition parameters are used to evaluate a snack food?

Snackwise® evaluates a snack foods for eleven nutrition parameters; calories, total fat, saturated & trans fat, sodium, sugar, protein, fiber, calcium, iron, vitamin A and vitamin C. Will Snackwise® help my school establish nutrition guidelines for ALL snack foods available at school?

Yes. Snackwise® evaluates packaged snack foods found in vending, a la carte line, and school stores. Snack foods are rated according to whether the nutritional parameter contributes positively or negatively to a snack food’s nutrient balance as either green-best choice, yellow-choose occasionally, or red-choose rarely. Snackwise® is not designed to evaluate beverage offerings.

How are fruits and vegetables rated?

Fruits and vegetables are always green…best choice and do not need to be evaluated through the Snackwise® Nutrition Rating System. Fruits and vegetables are major dietary sources of many nutrients such as vitamin A, C, folate, calcium, and fiber and are packed with phytochemicals, natural substances that fight disease and promote good health. The Dietary Guidelines for Americans recommends nine servings of fruits and vegetables per day for 2,000 calories, with higher or lower amounts depending on calorie level. Fruits and vegetables are an excellent snack choice and should be promoted through all venues at school.

Nutrition Facts Serving Size: 1 package

Servings Per Container: 1 Amount Per Serving Calories 230 Calories from Fat 70 % Daily Value Total Fat 8g 13% Saturated Fat 1.5 7% Trans Fat 0g Cholesterol less than 5mg 1% Sodium 410mg 17% Total Carbohydrate 34g 11% Dietary Fiber 2g 8% Sugars 5g Protein 5 g Vitamin A 8% Vitamin C 10% Calcium 4% Iron 35%

Get LESS of these

Get MORE of these

> Display Snackwise®

posters on the a la carte line and at vending machines.

> Offer samples of new smarter snack choices for customers to taste test.

> Place vending machines with smarter snack choices in high traffic areas that are easily accessible to customers.

>Increase the number of smarter snack choices in vending machines.

3

What about Foods of Minimal Nutritional Value (FMNV)? USDA defines FMNV as artificially sweetened foods, a food which provides less than five percent of the Reference Daily Intake (RDI) for each of the eight specified nutrients per serving – protein, vitamin A, vitamin C, niacin, riboflavin, thiamine, calcium and iron.

Foods of Minimal Nutritional Value Include: Soda water (carbonated beverages), water ices (popsicles), chewing gum, and candies of the following types: hard candy, including breath mints and cough drops, jellies and gums, marshmallow candies, fondant, licorice, spun candy and candy coated popcorn.

***Regardless of the Snackwise® nutrition rating, FMNV cannot be sold in the food service area or any area in which meals are either served or eaten during lunch.

4

Assessment Survey CHIP MACHINE GREEN YELLOW RED Chips, low-fat ________________ ________________ ________________ ________________ Chips, low-fat ________________ ________________ ________________ Pretzels ________________ ________________ Crackers ________________ Others ________________

TOTALS Green _________ Yellow _________ Red _________

Total # of Slots x .20 =



CANDY MACHINE GREEN YELLOW RED Candy bars ________________ ________________ ________________ Fruit Chews ________________ ________________ ________________ ________________ Cookies ________________ ________________ ________________ ________________ Breakfast Bars ________________ ________________ ________________ TOTALS Green _________ Yellow _________ Red _________




5

Snackwise Sample Vending Plannogram: 40 Slots 12 Green (30%) 22 Yellow (55%) 6 Red (15%)

Quaker® Snack Mix, Kid’s Mix (.875 oz)

Chex Morning Mix®, Fruit & Nut

(1.15 oz)

Baked Cheetos® with Calcium, Falmin Hot

(.8750 oz)

Stacy’s® Texarkana Hot

(1 oz)

NutriGrain® Yogurt Cereal Bar,

Strawberry (1.3 oz) GREEN GREEN GREEN GREEN GREEN

Baked Lay’s®, Sour Cream & Onion

(1.125 oz)

Snyder’s of Hanover® Honey Wheat Sticks

(2.25 oz)

Baked Cheetos®, Flamin’ Hot

(.875 oz)

Kudos® M&M’s Bar (.830 oz)

Planters® Dry Roasted Peanuts,

Lightly Salted (1.75 oz)

YELLOW YELLOW YELLOW YELLOW YELLOW Famous Amos®

Chocolate Chip Cookies (3 oz)

Generation Max™ Snickers Cereal Clusters

(1.1oz)

Stacy’s® Pesto & Sundried Tomato

(1.5 oz)

Oreo® 100 Calorie Packs

(.81 oz)

Rice Krispies® Treat (1.3 oz)

RED GREEN GREEN YELLOW YELLOW Cinnamon

Toast Crunch® Milk 'n

Cereal Bar (1.6 oz)

Hershey's® 1 g

Sugar, w/ Almonds (1.1 oz)

Skittles®, Sour

(1.8 oz)

NutriGrain® Cereal

Bar, Strawberry

(1.3 oz)

Florida's Natural® Au'some

Fruit Nuggets (1.5 oz)

Austin® Zoo®

Animal Crackers (2.12 oz)

SnackWell®

Devilsfood Cookies

(1.1 oz)

Scooby Doo® Fruit

Snacks (.9 oz)

Cocoa Puffs® Milk 'n Cereal Bar (1.4 oz)

Gobstoppers

(1.770 oz)

GREEN YELLOW YELLOW GREEN GREEN YELLOW YELLOW YELLOW GREEN YELLOW

Kudos® Snickers®

(.89 oz)

Butterfinger

(Nestlé®) (1.76 oz)

Nature Valley® Granola

Bars, Maple Brown Sugar

(1.5 oz)

Reeses's ® Peanut

Butter® Cups

(1.5 oz)

Kellogg's®

Cinnamania French

Toast Snacks

(1.76 oz)

Kit Kat, Hershey’s

™ (1.5 oz)

Teddy Grahams

®, Chocolate (1.25oz)

Kudos®

M&M® Bar (0.83 oz)

Welch’s® Fruit

Snacks, Strawberry (2.25 oz)

M&M® Peanut

(1.74 oz)

YELLOW RED YELLOW RED YELLOW RED GREEN YELLOW YELLOW RED

Baked Lay’s®, Original (1.125 oz)

Baked Lay’s®, KC Master BBQ (1.125 oz)

Doritos®, Reduced Fat, Cooler Ranch (1 oz)

Cheetos® Fantastix, Chili Cheese (1 oz)

Doritos®, Nacho Cheesier

(1 oz) YELLOW YELLOW YELLOW YELLOW RED

6


Baked Cheetos® w/

Calcium, Crunchy (.875 oz)

Generation Max™ Snickers Cereal

Clusters (1.1oz)

Stacy’s® Texarkana Hot

(1.5 oz)

Austin® Zoo® Animal Crackers

(2.12 oz)

Quaker Chewy® Granola Bars,

Reduced Sugar, Peanut Butter

Chocolate Chip (.840 oz)

GREEN GREEN GREEN YELLOW GREEN Baked Lay’s®,

Original (1.125 oz)

Baked Doritos®, Cooler Ranch

(1.375 oz)

Reduced Fat Crunchy Cheetos®

(.875 oz)

Generation Max™ Combos Ranch

Pretzels (1.060 oz)

Teddy Grahams®, Chocolate (1.25oz)

YELLOW YELLOW YELLOW YELLOW GREEN Baked

Cheetos® (1.5 oz)

Baked Lay's®, Sour Cream and Onion

(1.125 oz)

Doritos®, WOW, Nacho Cheese

(1.33 oz)

Stacy’s® Simply Naked

(1oz)

Doritos®, Nacho Cheesier

(1 oz) RED YELLOW YELLOW YELLOW RED


Rice Krispie® Treat (1.3 oz)

NutriGrain® Yogurt Cereal Bar, Strawberry

(1.3 oz)

Fruit Crisp Bites, Apple Crisp (2 oz)

Austin® Zoo® Animal Crackers

(2.12 oz)

YELLOW GREEN GREEN YELLOW

Kashi® TLC™ Bar, Peanut

Butter (1.2 oz)

Skittles®, Sour (1.8 oz)

Welch’s® Fruit Snacks, Strawberry

(2.25 oz)

Oreo® 100 Calorie Packs (.81 oz)

GREEN YELLOW YELLOW YELLOW

M&M® Peanut (1.74 oz)

Snyder’s of Hanover®, Honey Wheat Sticks

(2.25 oz)

Snickers® (2.07 oz)

Nabisco® Teddy Graham® Cinnamon

(.75 oz) RED YELLOW RED GREEN

1

May 23, 2012

Foods of Minimal Nutritional Value (FMNV)

• Soda • Water ices • Chewing gum • Candies (including hard candies, jellies and gums, marshmallow candies, fondant, licorice, spun candy, and candy-coated popcorn) • Any food containing less than 5 percent of the Reference Daily Intake (RDI) for each of eight specified nutrients per 100 calories and less than 5 percent of

the RDI for each of eight specified nutrients per serving. The eight nutrients are: protein, vitamin A, vitamin C, niacin, riboflavin, thiamin, calcium, and iron. • Any artificially sweetened food, a food that provides less than 5 percent of the RDI for each of the eight specified nutrients per serving.

Center for Community and Public Health SCHOOL MARKETING PILOT PROJECT

YOUTH LEADING THE WAY TO REMOVE JUNK FOOD MARKETING IN SCHOOLS, 2012 BACKGROUND INFORMATION

1. The Law

Research studies show that food and beverage advertising negatively influences children’s food preferences, purchases, diets, and health.

A. Prohibiting Sales or Distribution of Foods of Minimal Nutritional Value on School Campuses

In 2005, the Maine legislature passed a law directing the Maine Department of Education (DOE) to set standards for foods and beverages sold outside of the school meal programs on school property.1 Later that year the DOE adopted rules that, with some limited exceptions, prohibited the sale of “Foods of Minimal Nutritional Value” (FMNV) at any time on school property.2

B. Exceptions to the Ban on Sales of FMNV

FMNV may be sold or distributed:

• As part of state-approved, instructional Career and Technical Education (CTE) Culinary Arts Programs; • To the public at community events or fundraisers held on school campuses outside the normal school day; • To school staff, if the school board passes a policy (e.g. allowing staff to have a soda vending machine in a faculty lounge).3

1 Title 20-A Maine Rev. Stat. Ann § 6662, 2005 Me. Legis. Serv. Ch. 435 (S.P. 263) (L.D. 796)(West). 2 Maine Admin. Code Ch. 51. 3 Title 20-A Maine Rev. Stat. Ann § 6662; Maine Admin. Code Ch. 51, § 2,

2

May 23, 2012

C. Banning Brand-Specific Advertising of FMNV

In 2007, the Maine legislature passed LD 184, which prohibits brand-specific advertising on school grounds for foods that are not allowed to be sold to students (i.e., FMNV).4

• At any time (including before and after school)

Advertising of specific brands of FMNV is prohibited:

• Anywhere in school buildings or on school grounds, including in: • School cafeterias –including on posters, menu boards, paper products; • Faculty lounges, including on vending machines; • In school stores; and • In gymnasiums, locker rooms, stadiums, and other athletic facilities – including on scoreboards, athletic equipment, and sports bags.

D. Exceptions to the Advertising Ban

Advertising of specific brands of FMNV is permitted:

• In/on broadcast media; • In print media, such as newspapers and magazines; • On a product’s packaging or label (e.g. labels on a soda bottle); and • On clothing with brand images worn on school grounds.5

Advertising is permitted for specific brands of foods and beverages that are not FMNV, (e.g. advertisements for bottled water, provided it isn’t flavored with sugar or artificial sweeteners).

2. Results of Assessment of Marketing in Maine Schools 2010

10 Most Frequent Products Marketed on Posters/Signs that did NOT Meet the Law

58%

18%

6%3% 2% 2% 2% 1% 1% 1%

0%

10%

20%

30%

40%

50%

60%

70%

Percent of Not Compliant Marketing on Posters and Signs

10 Most Frequent Products Marketed on Vending Machines the did NOT Meet the Law

41%

16%

8%6% 6% 5% 4% 3% 2% 2%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Percent of Not Compliant Marketing on Vending Exteriors

4 Title 20-A Maine Rev. Stat. Ann § 6662; 2007 Me. Legis. Serv. Ch. 156 (S.P. 67) (L.D. 184) (West). 5 Id.

3

May 23, 2012

SCHOOL MARKETING PILOT PROJECT YOUTH LEADING THE WAY TO REMOVE JUNK FOOD MARKETING IN SCHOOLS

Getting Started

Let the school administration know that you are participating in this project perhaps by writing a letter or requesting a meeting with school administrators. Ask the principal of your school for permission to access the teacher’s lounge to assess advertising of food and beverages.

Step 1: Assess Advertising of Food and Beverages

Walk around the school and write down in the form below: 1) the food or beverage you see advertized; 2) the number of times you see it advertized on posters, signs, vending machines, equipment and supplies for each location on the table on the next page. (Use a blank page if you need more space.)

ON POSTERS AND SIGNS

ON VENDING MACHINES

Location What food and beverage product pictures, names or logos did you see? (e.g. Coke, M&Ms, Aquafina,

etc.)

How many times did you see that here?

What food and beverage product pictures, names or logos did you see? (e.g. Coke, M&Ms, Aquafina,

etc.)


Cafeteria Did you find food or beverage advertising here? (Circle) Yes No

1.

2.

3.

4.

5.

Gym Did you find food or beverage advertising here? (Circle) Yes No

1.

2.

3.

4.

4

May 23, 2012

ON POSTERS AND SIGNS

ON VENDING MACHINES

Location What food and beverage product pictures, names or logos did you see? (e.g. Coke, M&Ms, Aquafina,

etc.)


What food and beverage product pictures, names or logos did you see? (e.g. Coke, M&Ms, Aquafina,

etc.)


5.

Athletic Fields (i.e. scoreboards) Did you find food or beverage advertising here? (Circle) Yes No

1.

2.

3.

Entrance and Hallways (note location) Did you find food or beverage advertising here? (Circle) Yes No

1.

2.

3.

Teachers’ Lounge Did you find food or beverage advertising here? (Circle) Yes No

1.

2.

3.

TOTAL NUMBER OF ADS ON SIGNS OR

POSTERS __________

TOTAL NUMBER OF ADS ON VENDING

__________

5

May 23, 2012

Step 2. Identify Products that DO NOT meet Maine’s junk food advertising law.

Go back over your list. Highlight ads that do not meet Maine’s law. Soda and candy does NOT meet Maine’s Law along with some other items. Here are some examples: Pepsi, Coke, Dr. Pepper, Diet Coke, some Arizona Ice Teas (check the label or talk to your food service director), M&Ms, Snickers, Sunkist.

Step 3. Action Plan.

A. Select the items you think should be changed or removed. If all ads comply with Maine’s law, you can select junk food items that you feel do not promote a healthy environment.

B. Brainstorm how to eliminate the advertising that does not meet the law or that does not promote a healthy environment. Think about ways to REMOVE, REPLACE or COVER the ads. Discuss each and decide what would be the best method to eliminate the ads. Find out what advertising is done by vendors currently under contract (ie. Vending machines) and what advertising is on an asset that the school owns (ie. a scoreboard bought prior to 2007). Vendors currently under contract should comply with the law and therefore are required to switch out the advertisement if it is not in compliance. It may be a better option for the school to cover advertisements on assets that were obtained prior to 2007, rather than paying to have them removed.

C. What steps do you need to take (e.g. what information do you need, who do you need to contact, how will your request be presented, when will you do it, who is responsible)?

D. Fill in table on the next page for each ad you decide to remove.

6

May 23, 2012

What Ads Do You Want to Remove Example: What ad: Coke ad on recycle bins Location: Main entrance

How will you do it? (Write down how you will remove, replace, or cover the ad.) Example: Cover ad with student art work

Major Action Steps Example: 1. Write proposal for Principal 2. Obtain permission to cover ads 3. Discuss idea with Art Teacher 4. Solicit Art work 5. Cover ads

Who will do it Example:

1. Team 2. John 3. Mary 4. Team 5. Team

What ad:

Location:

What ad:

Location:

What ad:

Location:

For More Information: Nina Schwabe, Center for Community and Public Health, University of New England, [email protected], 221-4564. Karen O’Rourke, MPH, Center for Community and Public Health, University of New England, [email protected] , 221-4620 Michele Polacsek, Ph.D., Center for Community and Public Health ,University of New England, [email protected], 221-4466

mailto:[email protected]�



“My students were engaged with all the

Care2Eat lessons.” —High School Physical

Education/Health Education Teacher

“Engagement and empowerment of

youth is not an easy thing and Care2Eat

has done an excellent job of engaging

youth.” —After-School Educator Teacher

“Care2Eat included interesting, new ideas. Fun to use!” —Middle School Family and Consumer Science Teacher

“I like how the students are "walked" through the process of evaluating food choices. Students are shown that they can become their best advocates.” —High School Family and Consumer Science Teacher

“The lessons are clear to understand and to successfully implement. The cross curricular connections are valuable learning strategies to enhance and reinforce the importance of the topic.” — Middle School Health Education Teacher

Educators can get started @ HealthierGeneration.org/Care2Eat On this Web page, educators will find materials for implementing the Unit of Study and being part of the Care2Eat community.

About Care2Eat: Care2Eat is appropriate for 7-12 grade students to enhance their abilities to be critical and flexible thinkers and effective advocates and communicators. Instead of being passive, merely subject to what is around them, Care2Eat motivates students to be active participants and engages them to be more aware of–and perhaps care more about: • The foods served and sold around them • The way decisions and changes are made regarding their food

environments • Social and civic issues related to food and eating • Steps they can take to be more actively involved in food

choices Upon completion of this Unit of Study, students will likely: • Identify with the content. “This applies to me!” • Question. “Why isn’t healthy eating the norm in my school

community?” • Care. “I care about my health and the health of others.”

How to Use Care2Eat: Geared toward health education, specifically complementing nutrition education, Care2Eat may also fit with a civics class, language arts or other core subject area. While not reflecting all of the concepts and skills of a comprehensive nutrition education program, Care2Eat study provides: • 4 lessons, aligned with the National Health Education

Standards, with multiple activities, lesson extensions, integration ideas and more! (See chart on other side)

• Student handouts and worksheets

Snapshot The Alliance for a Healthier Generation developed Care2Eat: Lessons for a Lifetime of Healthy Eating for use with students in middle and high school. The Unit of Study guides students to identify why healthy food choices have relevance to them and to those for whom they care and prepares all students to be advocates for healthier food choices, especially the snacks and drinks available to them in school. The Alliance for a Healthier Generation was founded by the American Heart Association and the William J. Clinton Foundation. The goal of the Alliance is to reduce the prevalence of childhood obesity by 2015 and to empower kids nationwide to make lifelong, healthy choices.


Reading Incentive in a Middle School Library At Mahoney and Memorial Middle Schools in South Portland, Librarians Dan Wolosky and Connie Burns successfully implemented a reading incentive program using DDR™ as the reward. Connie describes the program below: All students in grades 6-8 were invited to participate in a chance to win a DDR™ party for themselves and 5 of their friends. Students read a book (any book of their choice, any length) and then completed a half-page form that included the author, title, and something about the book (enough that I would be convinced they had read the book). The form was then placed in a large covered box. Students could read as many books and fill out as many forms as they wanted. Once a month, a drawing was made. The student’s name, along with the book he or she had read, was announced at the end-of-the-day announcements. The student was asked to see the librarian. Together we would decide on a day for the party to take place (during workshop at the end of the day). The student would give the names of 5 friends. Invitations were sent to all 6 kids via their homeroom teacher. On the day of the party, during workshop, the library was all theirs for dancing! Both boys and girls were thrilled with this reward and reading soared.

Using Teen Mentors with Dance Pad Video Games as a Reward Contributed by Karen MacKenzie, 2nd Grade Teacher, 2007 In 2006-2007 Fairfield School in Saco, Maine, (grades K-2) utilized teen mentors and a dance mat game called In The Groove™ to incorporate physical activity into the school day. At this school, the stage in the cafeteria/gym housed the dance mat system. The program was run by junior and senior mentors and one on-site teacher. Each week, the mentors would excuse a group of students from one classroom to dance for 10 minutes. Classrooms were selected on a rotating basis so that all the classrooms had a chance to dance. Some students had a special plan and danced more often than others; this was determined by the student assistant team or classroom teacher. Typically each student danced to 3-4 songs and then returned to their classroom. The student time out of the classroom was about 10-15 minutes.

• Fairfield School noticed that when students returned to the classroom, they were more energized, motivated and ready to get back to classroom work.

• Students are enthusiastic about dancing. Skill and confidence are gained each time students dance.

• The junior and senior mentors are a valuable resource when it comes to the technology.

• Mentors and students teach each other. As a classroom teacher, you don’t have to know much about the program to begin because they will teach you!

08/08 R06/10


The new generation of video games has kids (and the elderly!) jumping at the chance to be a Guitar Hero—but are they really good for you?The latest wave of video games, including the ubiquitous Wii from Nintendo, has certainly struck a cord withplayers: High-tech, interactive games are attracting devotees of all ages, from grade schoolers to grown-upgamers to octogenarians. What sets these games apart are their motion-detecting controls, which requireusers to get off the couch and virtually box, bowl or play a fierce guitar solo in a simulated rock band. GuitarHero, for example, lets users jump around “playing” the guitar to on-screen musical notes that correspond tofret buttons on the controller. It recently set a world record with sales reaching more than $1 billion.

Elderly players have shared in the craze, having discovered a way to return to playing sports through simulated games like fishing and baseball, which allow them to mimic the motions of casting a line or pitchingan inning (one Maryland retirement home even hosted a “Wii Home Run Derby” that got residents swingingat fastballs). And while these games have been lauded for enticing users to be more active, many parents arewondering if they really should be encouraging their children to plug in and play.

Researchers at Children’s Hospital Boston are asking the same question. “We’re working to find out what allthe links are between media use and health,” says David Bickham, PhD, a researcher in Children’s Center onMedia and Child Health (CMCH). Bickham and his colleagues have examined previous studies that haveshown that some video games are, indeed, capable of getting kids up off the sofa for extended periods oftime. For example, Dance Dance Revolution (DDR), a game where players step on a special mat in responseto on-screen prompts, has been successfully used in schools, homes and after-school programs to encourage

While the benefits and drawbacks of new video games are

being studied, Bickham is careful to point out that encourag-

ing children, especially those who are overweight, to reduce

their overall time playing video games may no longer be as

advantageous as it has in the past.

(continued on other side)

08/08 R06/10

By Erin GrahamChildren’s Hospital Boston, Dream Online

kids to exercise. “Playing DDR for 45 minutes has been found to raise heart rates to a high enough level toburn calories and speed up metabolism,” says Bickham. “For new games to be equally successful, they mustrequire consistent and relatively strenuous movements—not just simple arm swings and wrist movements.”

They’ve also got to have substance and style. “If the active games rely on the novelty of the movementinstead of on good game design, then young people will quickly revert to the more fun, sedentary games.”

This new generation of active games is also causing doctors to look at researchdone on TV watching to determine if kids who play a lot ofvideo games are actually heavier and less healthy. “It turnsout that decreasing television viewing for young peopleslows their weight gain, but it does not increase their physical activity,” Bickham says. This indicates that watchingtelevision does not influence obesity simply by replacingmore active pursuits.

So what’s happening? Two theories have been put forth:effects of food advertising on nutritional choices and eatingwhile watching television. So far, the new, active games don’thave food ads, and given their physical requirements, don’t allow for simultaneous eating and playing. So ifthese games stay free of advertising, then children who use them may be at less of a risk for negative healtheffects than if they were spending the same amount of time watching television.

The potential benefits of active video games demonstrate one reason why parents shouldn't group all videogames into a category of unhealthy behavior. However, Bickham points out one major drawback: Somegames have players act out extremely violent acts in very realistic ways. “Research has repeatedly demon-strated that violent video game play increases young people's aggressive thoughts and behaviors,” he says. Onthe Wii, for example, actual stabbing and punching motions replace simple button presses in certain games.“Going through the motions of the violence may have a stronger influence on later behaviors than traditionalviolent video games,” Bickham says.

While the benefits and drawbacks of new video games are being studied, Bickham is careful to point out thatencouraging children, especially those who are overweight, to reduce their overall time playing video gamesmay no longer be as advantageous as it has in the past. “With the advent of high quality, active video gamescomes the potential to include them in the treatment for obesity rather than simply blaming them for con-tributing to the epidemic,” he says.

The potential benefits of active

video games demonstrate one

reason why parents shouldn’t

group all video games into a

category of unhealthy behavior.

Media Projects

07/08 R06/12

Having students create their own health media is a great way to educate their

peers and others in the community about teen health issues. You can help teens

spread positive 5-2-1-0 messages by working with them and community

organizations to create various types of media. Teens will have great ideas for

catchy media campaigns and will be excited to create ads that will appeal to their

peers.

Objectives:

Students will experience team work and collaboration.

Students will become comfortable using modern technology.

Students will explore the way media is used as a tool to spread health messages.

Students will create a product that can be shared, assessed, and utilized.

Consider having students create:

5-2-1-0 commercials or ads (post them on ‘You Tube’!)

5-2-1-0 songs, raps, or poems (see if a local radio station will air them!)

5-2-1-0 flyers, posters, or brochures (make it a poster contest!)

Or, send students on a photo scavenger hunt to capture people in the ‘act’ of a

healthy behavior. Who can capture the best image that represents the 5 message?

The 2 message? 1? 0? Encourage creativity and thinking outside the box!

Creation of any of the above projects could be a:

Homework assignment

Class project

Family project

Community service project

Be sure to share your students’ creations with your local Let’s Go!

Representative.

You never know, a new 5210 public service announcement could come

from you!

Students at Portland’s Deering High School, with the leadership of school nurse Kristin Johnson , participated in a 5210 poster contest. Students were encouraged to design a poster based on the 5210 message and the winning design by Senior AndreaRogers was screen printed onto t-shirts! See a selection of the entries below:

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Hold a poster contest of your own!

Runner-Up: Francesco Marabito, 10th Grade Runner-Up: Cooper Nadeau, 10th Grade

Runner-Up: Jazmin Gandia, 12th Grade

Winner: Andrea Rogers, 12th Grade


http://www.letsgo.org/resources/documents/PosterContest.pdf�


Let’s Go! has discovered the power of our Sugar Bottle Display; making your own is a great classroom activity. This is one of the best ways to graphically show how much

sugar is in some of the most consumed beverages—you’ll be surprised. This is a tool that can be used to help students and staff to make smart beverage choices.

Directions to Make-Your-Own Sugar Bottle Display

Supplies:

Bottles of your favorite beverages—refer to the table on the next page for

suggestions. Bag of White Sugar Teaspoons

Funnels Directions:

1. Empty, wash and completely dry bottles—keep the labels on the bottles.

Tip: Bottles take at least 24 hours to dry completely.

2. Find the Nutrition Facts box on the bottle label.

3. Take note of serving size (many bottles contain two or more servings — something to

think about!)

Tip: Make sure to pay attention to the information listed Per Bottle.

4. Record how many grams of sugar are in a bottle.

(Continued on page 2)

05/10 R02/12

5. Figure out how many teaspoons of sugar are in each bottle by dividing the

grams of sugar by 4.2 (number of grams of sugar in a teaspoon.)

Serving size: 1 bottle

Sugars=48g

Teaspoons=48 divided by 4.2≈11.

Amount of sugar to put in bottle=11 teaspoons.

6. Put funnel into mouth of bottle and put in computed amount of sugar. Replace

cap. Screw on tight!

7. Make a chart like the one below corresponding to the drinks you chose.

8. Display in your school so students and staff can see how

much sugar is in some of their favorite drinks.

9. Other ideas:

Take a photo of your display and use along with

chart and hand-outs from “Tab 4 - Provide Water & Low-Fat Milk…” to make a bulletin board.

Make a game out of it by having people guess how

many teaspoons of sugar are in their favorite drinks and give the winners a 5-2-1-0 approved prize!

Have a poster contest around sugar-sweetened beverages.

Common Drink Choices

Drink Size

Total

Calories

Sugar

Grams

Tea-

spoons Sugar

Mountain Dew® 20 oz 275 cal 78 g 18

Coca-Cola® Classic 20 oz 250 cal 65 g 15

Dunkin’ Donuts Strawberry Fruit Coolata® 16 oz 290 cal 65 g 15

Sprite® 20 oz 250 cal 65 g 15

Monster Energy® Drink 16 oz 200 cal 54 g 13

Arizona® Green Tea & Honey 20 oz 210 cal 51 g 12

Minute Maid® 100% Apple Juice 10 oz 140 cal 32 g 8

Glaceau Vitamin Water® 20 oz 125 cal 32.5 g 8

Gatorade™ 20 oz 130 cal 34 g 8

Starbucks Bottled Frappuccino® 9.5 oz 200 cal 32 g 8

Water Any size 0 cal 0 g 0

Activity Room

The concept of an activity room has been successfully implemented in schools around the state as a way to reward good behavior and incorporate physical activity into the school day. Follow the steps belowto create your own activity room for your after school program.

1. Work with your director to identify a room that can be used as the activity room. The space can be fairly small, but should be big enough to accommodate a small group.

2. Set up physical activity stations and directions around the room.

3. Apply for external funds (maybe your Healthy Maine Partnerships www.healthymainepartnerships.org? Other grant opportunities?) to stock the room with games and activities that promote physical activity. Consider: Twister, jump ropes, yoga balls, rowing machines, treadmills, Dance Dance Revolution,

4. Make the activity room a part of the after school environment. Allow staff to give youth a 'coupon'for 10 minutes in the activity room as a reward for good behavior.

Activity room in action:

PE teacher, Robin O’Connor, successfully created an activity room for Mast Landing School in

Freeport, Maine. Working closely with administration and other teachers, Robin identified a room,

determined the rules, and implemented a school-wide reward system. Any teacher can sign up to

bring their class to the room, and faculty and staff can offer ‘coupons’ for the room to students

exhibiting positive behavior. All school members have the opportunity to reward a student. The

School Nutrition Department used to give cupcakes to students on their birthdays. Now, they give

a coupon to the activity room! Even the custodial staff and ground keepers are able to give out the

coupons. The room creates school-wide unity and excitement.

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a rock climbing wall, etc.

Healthy FundraisingPromoting a Healthy School Environment

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Candy, baked goods, soda and other foods with little nutritional value are commonly used for fundraising at school. Schools may make easy money selling

these foods, but students pay the price. An environment that constantly provides children with sweets promotes unhealthy habits that can have lifelong impact. As we face a national epidemic of overweight children, many schools are turning to healthy fundraising alternatives.

Benefits of Healthy Fundraising Healthy Kids Learn Better: Research clearly demonstrates that good nutrition is linked to better behavior and academic performance. To provide the best possible learning environment for children, schools must also provide an environment that supports healthy behaviors. Provides Consistent Messages: Fundraising with healthy foods and non-food items demonstrates a school commitment to promoting healthy behaviors. It supports the classroom lessons students are learning about health, instead of contradicting them. Promotes a Healthy School Environment: Students need to receive consistent, reliable health information and ample opportunity to use it. Finding healthy alternatives to fund-raising is an important part of providing a healthy school environment.

Consequences of Unhealthy Fundraising Compromises Classroom Learning: Selling unhealthy food items contradicts nutrition messages taught in the classroom. Schools are designed to teach and model appropriate skills and behaviors. Nutrition principles taught in the classroom are meaningless if

they are contradicted by other activities that promote unhealthy choices, like selling candy and other sweets. It’s like saying, “You need to eat healthy foods to feel and do your best, but it is more important for us to make money than for you to be healthy and do well.” Classroom learning about nutrition remains strictly theoretical if the school environment regularly promotes unhealthy behaviors.

Promotes the Wrong Message: Selling unhealthy foods provides a message that schools care more about making money than student health. We would never think of raising money with anything else that increases student health risks, but food fundraisers are often overlooked. As schools promote healthy lifestyle choices to reduce student health risks and improve learning, school fundraisers must be included. Contributes to Poor Health: Foods commonly used as fundraisers (like chocolate, candy, soda and baked goods) provide unneeded calories and displace healthier food choices. Skyrocketing obesity rates among children are resulting in serious health consequences, such as increased incidence of type 2 diabetes and high blood pressure.

Almost 20 percent of children are overweight, a threefold increase from the 1970’s.1 Poor eating habits and a sedentary lifestyle are just behind smoking as the leading cause of deaths per year in the United States, and the number of deaths related to poor diet and physical inactivity is increasing.2,3

References 1 Ogden CL, Carroll MD, Curtin LR, McDowell MA, Tabak CJ, Flegal KM. Prevalence of overweight and obesity in the United States, 1999-2004. JAMA 295:1549-1555. 2006.

2 Mokdad AH, Marks JS, Stroup DF, Gerberding JL. Actual causes of death in the United States, 2000. JAMA. 2004;291(10):1238-1246 3 Mokdad AH, Marks JS, Stroup DF, Gerberding JL. Correction: Actual causes of death in the United States, 2000. JAMA. 2005;293:293-294.

What Schools Can DoIdeas for Healthy Fundraising Alternatives

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Schools can help promote a healthy learning environment by using healthy fundraising alternatives.

Adapted from: Creative Financing and Fundraising. California Project Lean, California Department of Health Services, 2002.

Items You Can Sell • Activity theme bags • Air fresheners • Bath accessories • Balloon bouquets • Batteries • Books, calendars • Brick/stone/tile memorials • Bumper stickers & decals • Buttons, pins • Candles • Christmas trees • Coffee cups, mugs • Cookbooks • Crafts • Coupon books • Customized stickers • Emergency kits for cars • First aid kits • Flowers and bulbs • Foot warmers • Football seats • Garage sale • Giant coloring books • Gift baskets • Gift certificates • Gift items • Gift wrap, boxes and bags • Graduation tickets • Greeting cards

Items You Can Sell, continued • Hats • Holiday ornaments • Holiday wreaths • House decorations • Jewelry • Lunch box auctions • Magazine subscriptions • Megaphones • Monograms • Music, videos, CDs • Newspaper space, ads • Parking spot (preferred location) • Pet treats/toys/accessories • Plants • Pocket calendars • Pre-paid phone cards • Raffle donations • Raffle extra graduation tickets • Raffle front row seats at a special

school event • Rent a special parking space • Scarves • School art drawings • School Frisbees • School spirit gear • Scratch off cards • Sell/rent wishes • Souvenir cups • Spirit/seasonal flags

Items You Can Sell, continued • Stadium pillows • Stationery • Stuffed animals • Temporary/henna tattoos • T-shirts, sweatshirts • Tupperware • Valentine flowers • Yearbook covers • Yearbook graffiti Healthy Foods • Frozen bananas • Fruit and nut baskets • Fruit and yogurt parfaits • Fruit smoothies • Lunch box auctions • Trail mix Sell Custom Merchandise • Bumper stickers/decal • Calendars • Cookbook made by school • Logo air fresheners • Scratch off cards • T-shirts/sweatshirts Items Supporting Academics • Read-A-Thon • Science Fair • Spelling Bee

Adapted with permission from Healthy Fundraisers, Connecticut State Department of Education, May 2005 (Revised June 2009). http://www.sde.ct.gov/sde/cwp/view.asp?a=2626&q=320754#Resources

Additional Resources Clearinghouse for Fundraising Information: http://www.fundraising.com/

Creative Financing and Fundraising. California Project Lean, California Department of Health Services, 2002. http://www.co.shasta.ca.us/Departments/PublicHealth/newspublications/other%20publications/other.shtml

Guide to Healthy School Stores. Alabama Department of Public Health Nutrition & Physical Activity Unit, 2004. http://actionforhealthykids.org/filelib/toolsforteams/recom/N&PA%2035%20-%20school%20store.pdf

Healthy Finances: How Schools Are Making Nutrition Changes That Make Financial Sense. Action for Healthy Kids, 2003.

http://www.actionforhealthykids.org/filelib/facts_and_findings/healthy%20foods,%20healthy%20finances.pdf Healthy Fundraising: http://www.healthy-fundraising.org/index.htm

Healthy Fundraising & Vending Options. Produce for Better Health Foundation. http://www.5aday.com/html/educators/options.php Non-Food Ways to Raise Funds and Reward a Job Well Done. Texas Department of Agriculture, 2004.

http://www.squaremeals.org/vgn/tda/files/2348/3614_1034_NonFoodRewards.pdf Sweet Deals: School Fundraising Can Be Healthy and Profitable. Center for Science in the Public Interest, 2007.

http://www.cspinet.org/schoolfundraising.pdf


Originally developed by the MSAD #48 School Nutrition Team in Newport, Maine.

Things you can sell:

Candles Coupon books/

Discount cards Magazine

subscriptions Flowers Cookbooks Grab bags School calendars Movie passes Greeting cards Pedometers Gift wrap and bags Plants Tupperware Emergency kits Jewelry Stationary Beach Towels Picture Frames

Press Your Luck! Sell raffle tickets for:

Gift certificates Gift baskets VIP parking spaces Movie theater passes

Show Your Spirit! Sell school logo items

Box seats to home games

Mugs Scarves Megaphones Stadium cushions Blankets and pillows Umbrellas School event tickets T-shirts and

sweatshirts License plate frame Frisbees Bumper stickers Water bottles and

mugs Calendars featuring

athletes Fridge magnets Hats Car magnets

“FUN”draising:

Talent shows Walk/Bike/Dance/

Jump Rope-a-thons Car washes Dances Golf tournaments Carnival Craft sale Magic show School art show Milk mustache

contest Penny wars Silent auction Family dinners Hannaford bucks Hat Day/Jean Day Gift wrapping Horseshoe

competition Bowling night Recycle cell phones Rent a “Teen Helper”

continued from other page

Need help? Some fundraising without food web resources: www.afrds.org/homeframe.html Association of Fundraising Distributors and Suppliers. Site includes a toolbox with “Fundraising Fundamentals”, a checklist for evaluating fundraising companies and a resource on product fundraising issues and trends. www.PTOtoday.com Lists fundraising activities by categories, has a “work vs. reward” equation, contains a parent sharing section on “what works, what doesn’t, and why.” www.fundraising-ideas.com Offers a free newsletter with programs, services, and press releases. Links to www.amazon.com with books on fundraising. www.american teachers.com Site links to fundraising sites and gives information on retailers who will donate a percentage of parent purchase dollars to your school. www.square1art.com Square 1 Art is committed to helping everyone recognize that there are better "family-focused" fundraising options that do not require door-to-door selling and offer LASTING QUALITY products to treasure for years.

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08/08 R05/10

Consider reading these healthy announcements over the intercom, or use as discussion starters in the classroom; encourage students to come up with their own healthy trivia.

1. What does 5210 stand for? Answer: 5 or more servings of fruits and vegetables, 2 or less of recreational screen time, 1 hour or more of physical activity, 0 sugar sweetened beverages – more water & low-fat milk!

2. Name 3 fruits that you could have at breakfast. Some good answers: berries, kiwi, banana, etc. 3. Name 5 vegetables that you could bring into school for lunch.

Some good answers: carrots, cucumbers, snap peas, broccoli, red pepper, etc. 4. How many commercials do think you watch every year?

Answer: The average child watches 20,000 commercials each year. 5. Name 3 activities you can do inside besides watching TV.

Some good answers: Build a fort, play dress up, dance to your favorite music, etc. 6. Frogs do not need to drink water as they absorb the water through their skin.

You, however, are not a frog and need to drink plenty of water every day!

7. Raisins are made from grapes that have dried in the sun for two to three weeks. One cup of raisins in your lunch can count as one of your 5 a day!

8. What color are carrots? Did you know that besides orange, they also come in purple, red, black and white? Go to the local farmers market and find them!

9. What is the number one source of calories in the American diet? Answer: Soft drinks!

10. True or False, Americans spend more on fast food than on movies, books, magazines, newspapers, videos, and recorded music - combined. Answer: True

11. According to a study from the Trust for America’s Health and the Robert Wood Johnson Foundation, the number of fast-food restaurant outlets in the United States increased from 30,000 in 1970 to 220,000 in 2001, and fast-food spending has increased from $6 billion to $110 billion over the last three decades.

12. How many teaspoons of sugar are in a 20oz bottle of Mountain Dew? Answer: 18 tsp

13. Did you know that since the 1970’s, the standard dinner plate has increased from 10 ½ inches to 12 ½ inches in diameter?

14. Did you know that in 1969 50% of kids walked to school each day compared to the 10% that walk to school in 2001.

15. A kid’s serving size of fruit is the palm of their hand.

16. What is the #1 thirst quencher? Answer: Water 17. How much of a child’s body is made up of water? Answer: 70-80%

18. Try this Physical Activity Break: High Knee Run/March: Run or March in place, lifting your knees in front of you as high as you can. Count to 30!



19. Try this Physical Activity Break: Chair Pose: Feet together. Legs together. Keeping your knees together, sit back like you were sitting in a chair. Hold that position as long as you can. Relax when you need to, and then try again.

20. What is a serving size for low-fat milk? Answer: 1 Cup 21. Name 3 of milk’s nine essential nutrients?

Answer: Potassium, Vitamin B12, Vitamin A, Riboflavin, Niacin, Phosphorus, Calcium, Protein, Vitamin D 22. True or False: If you are not getting enough calcium each day, your body will take the calcium from your

bones? Answer: True 23. Screen time is watching TV, using the computer, and playing video games.

How many hours or less should you limit your screen time to each day? Answer: 2 hours or less 24. Did you know that children who watch a lot of television are likely to: have lower grades in school,

read fewer books, exercise less, and to be overweight?

25. Does physical activity have to be a sport or can other activities that get your body moving count as well? Can you name some? Some good answers include: dancing, skating, sledding, walking, jogging, biking, skate boarding, a rousing game of Simon Says!

26. True or False: Water is the only substance found on earth naturally in the three forms. Answer: True—3 forms: solid, liquid, and gas

27. True or false: The acid in sodas eats away at your tooth enamel. Answer: True

28. Physical activity reduces feelings of depression and anxiety and promotes psychological well being.

29. Physical activity does not have to be strenuous to be beneficial.

30. Empty Calories: Kids drink twice as much soda today compared to kids ten years ago.

31. True or false: Physical activity helps the brain work better. Answer: True

32. Most nutritionists recommend not eating fast food more than once a month.

33. One hour of physical activity broken into smaller segments of 10-15 minutes throughout the day has significant health benefits.

34. Physical activity helps build and maintain healthy bones, muscles and joints.

35. About 75% of your muscles are made up of water. It is important to drink lots of water!

36. Guess what? The average American household has more televisions than people!

37. When you play hard, you sweat. When you sweat, you lose water and minerals. Drink water after playing outdoors or after any activity that makes you sweat.

38. Having fresh fruit or vegetables as a snack will help you stay full longer! They pack more sustaining energy over sugary snacks.

39. Try a new fruit or vegetable once a week. You may find that you love kiwi fruit or avocados!

40. If you’re close enough, bike to and from school instead of riding the bus (but don’t forget your helmet!)!

41. Does screen time include just TV or time spent on the computer too? Answer: Both – computer games, surfing the web, anything done outside of school projects on the computer counts towards the two hours.

42. Guess the Amount of Sugar: Capri Sun, 10 oz (6 ¼ tsp); Orange Juice, 15.5 oz bottle (13 tsp); Snapple Iced Tea, 16 oz (12 ½ tsp), Water, any size (none); Coca-Cola, 20 oz. (17 tsp); Mountain Dew, 20 oz (19 tsp); Gatorade, 20 oz (9 tsp); Kool-Aid, 20 oz (10 tsp).

(Continued from page 1)

01/10 R07/11

We know that positive experiences with physical activity at a young age help lay the basis for being regularly active throughout life*. School sites offer a wonderful opportunity to help foster these experiences. Youth ages six through seventeen are recommended to engage in 60 minutes or more of physical activity every day. 60 minutes of physical activity need not be continuous, 10 minute and 15 minute sessions may be encouraged throughout the youth’s day from the start of school through the evening at home with family. Encouragement and opportunity-finding can be fostered through school.

For school sites that have adopted the 5-2-1-0 healthy lifestyle messaging, Move and Improve would be a perfect fit to achieve and incorporate 1 hour or more of physical activity.

In addition, we also know that it is recommended for adults to accumulate 30 minutes of moderate physical activity on five (if not all) days of the week. Move and Improve offers staff an opportunity to work toward achieving these standards through the use of structured goals. Staff members identify the goal that best fits their needs and may elect to receive helpful tips and information to keep them motivated along the way!

Program Cost...............................FreeProgram Length..........................12-weeks (Starting early March through May each year)Program Registration................January – March of each yearProgram Goals.............................Engage in physical activity at a moderate level of intensity for a minimum of eight of the 12 weeks selecting one of the goals listed below:

• 30 minutes per day for 4 days per week • 30 minutes per day for 5 days per week • 45 minutes per day for 5 days per week• 60 minutes per day for 5 days per week• 60 minutes per day for 7 days per week

Program Location............................Offered on-line at: www.moveandimprove.org

Are you interested in learning more about the program? Visit www.moveandimprove.org and mark your calendar for the upcoming program to join the thousands of Mainers who participate in this initiative to improve their health!

For more information: Contact Nicole Hammar 973-7245 or [email protected]

www.moveandimprove.org

*http://www.acpm.org/?AH_NutritionPA ~ Center for Disease Control and Prevention. Physical Activity and Health: A Report of the Surgeon General. Atlanta, GA: U.S. Department of Health and Human Services, 1996.

http://www.cdc.gov/nccdphp/sgr/sgr.htm

Tab 5: Partner with and educate families in adopting and maintaining a lifestyle that supports healthy eating and active living.

Partner with and educate families in adopting and maintaining a lifestyle that supports healthy eating and active living

Announcing A New Partnership Letter: Template


5210 Every Day!

or More Fruits & Vegetables

Eat at least five fruits and vegetables a day




Breakfast is Best!

A Meal Is a Family Affair

To have fruits and vegetables year-round, add frozen or canned


The Fittest Food

How to Add Fiber to Your Meals

Non-Food Reward Ideas for Middle and High School Students

Get Your Portions in Proportion

Healthier Cafeteria Snack Options

Please Give Nutritiously

In This Section


TA

B 5

Partn

er with

and

E

du

cate Fam

ilies

Hours or Less Recreational Screen Time


Limit recreational screen time to two hours or less


Hour or More of Physical Activity

Get one hour or more of physical activity every day

Take It Outside!

Sugary Drinks, More Water & Low Fat Milk

Drink water and low fat milk; limit or eliminate sugary beverages

Water is Fuel for Your Body

Calcium Counts



Think Your Drink

For Growing Bones...Which Milk?

In This Section

07/11 00/00

Partner with and educate families in adopting and maintaining a lifestyle that supports healthy eating and

One of the most effective ways to promote a healthy lifestyle

and behaviors for children is to adopt healthier habits as a

family. According to the American Academy of Pediatrics,

“families have a critical role in influencing children's health,

and health is a real characteristic of the family lifestyle”.

Did you know?

Children who eat healthy and have an active lifestyle are more likely to: maintain a healthy weight have better self esteem sleep better do better academically avoid health issues such as heart disease, type 2 diabetes, bone and joint problems, etc

Parents can benefit from this relationship too! Here are a few ways you can

partner with and educate

families: Ask parents to become a part of your

team (parents can attend conference without the need of a substitute).

Send letters home to parents letting them know about your 5210 Goes to Child Care program, what the messages and strategies are, and how they can support your work at school.

Ask parents to send only healthy snacks and meals in with their child and share ideas with them that can make it more affordable.

Utilize the skills of parents (e.g. nutritionist, carpenter, artist, etc). Pull them into 5210 projects!

Encourage fundraisers that support 5210 messages and strategies.

Letter to Parents Announcing a New Partnership

Date:

Dear Parents:

We are pleased to announce that has teamed up with 5-2-1-0 Goes to School, a program that is part of a larger project called Let’s Go!. Let’s Go! is a nationally recognized program designed to increase healthy eating and active living in children from birth to 18. Let’s Go! works in 6 settings (schools, early childhood, out of school, healthcare, workplace and community) to reach children and families where they live, learn, work, and play. Let’s Go! is centered on the common message of "5-2-1-0".

Eating right and being physically active can be a challenge in today’s busy world. 5-2-1-0 Goes to School is here to help! As a part of 5-2-1-0 Goes to School, our school will be working hard to incorporate the 5-2-1-0 messages into our daily activities. As part of our work, you may also receive parent-geared information, which will highlight the messages that your child is learning at school. Visit www.letsgo.org for more information about 5-2-1-0 Goes to School.

Please contact at - or email Let’s Go! school staff at [email protected].

Sincerely,

03/10 R07/14


The Center for Disease Control and Prevention (CDC) has created the Parent Engagement: Strategies for Involving Parents in

School Health guide. This resource describes strategies and actions schools can take to increase parent engagement in promoting positive

health behaviors among students.

A copy of the guide can be downloaded at: http://www.cdc.gov/healthyyouth/adolescenthealth/protective.htm

06/12 R00/00

A great way to meet

Let’s Go!’s strategy:

“Partner with and educate families in

adopting and maintaining a lifestyle that

supports healthy eating

and active living.”

http://www.cdc.gov/healthyyouth/adolescenthealth/protective.htm

Every Day!

05/10 R07/11

Let physical activity be free, easy and fun!

Take a family walk.

Turn on the music and dance.

Use the stairs.

Drink water when you are thirsty. It’s the #1 thirst quencher!

Keep a water bottle on hand.

Put limits on 100% juice.

Try new fruits and vegetables multiple times.

A meal is a family affair—have the family help plan meals.

Frozen and canned are just as nutritious as fresh.

Keep TV and computer out of the bedroom.

No screen time under the age of two.

Turn TV off during meal time.

Plan your TV viewing ahead of time.

Follow the 5210 message to a healthier you.

For more ideas visit www.letsgo.org

08/08 R04/11

Try it!� Try the three bite rule. Offer new fruits and veggies different

ways and try at least three bites each time—it can take 7 to 10 tries before you like a new food.

� Many fruits and veggies taste great with a dip or dressing.Try a low fat salad dressing with yogurt or get protein with peanut butter.

� Make a fruit smoothie with low fat yogurt.

Mix it!� Add them to foods you already make, like pasta, soups, casseroles, pizza, rice, etc.� Add fruit to your cereal, pancakes, or other breakfast foods.� Be a good role model for your family and have at least one veggie at every meal.

Slice it!� Wash and chop veggies and fruits so they are ready to grab and eat. � Most people prefer crunchy foods over mushy ones. Enjoy them fresh or lightly

steamed.

Redy’s Rules � A diet rich in fruits andvegetables provides vitamins and minerals,important for supportinggrowth and develop-ment, and for optimalimmune function.� Family mealtime:

• Do not underestimate theimportance of family meal-time; take 10-15 minutes tosit down together.• Get your family involved withmeal planning.

Didyou know?

Food for thought

Eat at least five fruits andvegetables a day.

What is a serving?

Be a Role Model.

� Snack on fruits and veggies.

� Have the family help plan meals.

Adults A whole fruit the size of a tennis ball

1/2 cup of chopped fruit or veggies

1 cup of raw, leafy greens

1/4 cup of dried fruits

Kids Size of the palm of their hand

Choose with the seasons

Buy fruits and veggies that are in season

Don’t forget that frozen fruits and veggies are always available

and are a healthy choice; choose those without any added sugars, salt or fat.

Do not underestimate the importance of family mealtime: take 10-15 minutes to sit down together. Get your family involved with meal planning and preparation.

Be a Role Model. Snack on fruits and veggies.

Have the family help plan & prepare meals.


Healthy shopping on a budget takes planning! Planning helps you SAVE TIME, MONEY, and EAT HEALTHIER.

Tips:

Make a list and stick to it – this helps you avoid impulse buys that are usually unhealthy and expensive.

Shop mostly the perimeter of the store – spend most of your grocery budget on natural foods found around the outside of the store like fruits, vegetables, dairy and protein foods that are good for your body. Limit your shopping in the middle isles to staples like pasta, canned tuna, and peanut butter, avoiding other expensive manufactured, and often unhealthy, packaged foods.

Shop when you are NOT hungry or stressed – people who shop when hungry or stressed tend to not only buy MORE food but also unhealthier food.

Compare unit prices – bigger is not always better! Use the unit price to compare similar products and make sure you’re getting the best deal. The unit price is the cost per a standard unit (like ounce or pound) and is usually found on a sticker on the shelf beneath the product.

Weigh the cost of convenience – if food tends to rot in your fridge before you prepare it, then you could actually save money by purchasing fresh fruits and veggies that have been washed and chopped for you.

Try frozen and canned – canned and frozen produce keeps for a long time and may be cheaper per serving than fresh. For frozen, make sure you look for items with no added sauces or sugar. For canned, choose fruit canned in 100% juice and vegetables that are labeled either “low sodium” or “no added salt”.

Use store flyers to plan your menu – save money by planning your menu around what fruits, vegetables and other items are on sale each week and save time by already knowing what you are going to make for dinner each night.

Try store brands – store brands on average are cheaper by about 26% to 28% and their quality usually at least meets, and often surpasses, that of name brand products.

Shop in season – buying fruits and vegetables in season generally means your food not only tastes better, but is more nutritious and more affordable.

Buy in bulk when foods are on sale – frozen and canned produce, and some fresh items like apples and carrots will last a long time. If you have the storage space, stock up on the foods you eat regularly when they are on sale to save some money.

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07/11 R10/13

What can I use the Nutrition Facts label for?

Getting a general idea about what’s in a food (i.e. how nutritious a food is).

Figuring out what counts as one serving and how many calories are in each serving. Comparing two similar products to choose the healthiest option.

Watch out for these common misconceptions:

Assuming sugar-free or fat-free means calorie-free; it’s not true! Buying something because it says “organic”, “natural”, “multigrain” or has some other

“healthy” claim. These statements do not mean a product is good for you. Assuming that because a package looks like it should only be one serving it actually is.

Many beverage bottles and packages of chips, cookies and candy are actually 2 or 3 servings!

Resources: http://www.fda.gov/Food/IngredientsPackagingLabeling/LabelingNutrition/ucm20026097.htm

START HERE Start by checking what counts as one serving size and how many servings there are per package.

CHECK CALORIES How many calories would you eat if you ate a whole package? Multiply the number of “servings per container” by the “calories”.

GET ENOUGH OF THESE NUTRIENTS Aim to get enough fiber, vitamins and minerals.

Know Your Fats and Reduce Your Sodium Aim to eat only small amounts of saturated fat and cholesterol. Keep transfat to 0. Limit your sodium by choosing foods with less sodium.

QUICK GUIDE TO % DAILY VALUE 5% or less is Low, 20% or more is High. Use the % Daily Value to compare similar foods and choose the healthiest option.

Buying fruits and vegetables that are in season and locally grown means your food not only tastes

better AND costs less. The chart below lists what produce is available locally depending on the time

of year.

January to April

Apples, Dry Beans, Beets, Cabbage, Carrots, Celeriac, Leeks, Onions,

Parsnip, Potatoes, Rutabaga, Sweet Potatoes, Turnip, Winter Squash, Garlic

May to June

Rhubarb, Asparagus, Radishes, Salad Turnips, Scallions, Peas, Fiddleheads, Chives and Parsley, Greens

July to August

Berries (strawberries, raspberries, blueberries, blackberries), Plums, Peaches, Earliest Apples,

Melons, Beets, Broccoli, Cabbage, Carrots, Cauliflower, Celery, Cucumbers, Eggplant,

Fennel, Green Beans, Greens, Leeks, Onions, Scallions, Shallots, Peas, Peppers, Potatoes, Radishes, Salad Turnips, Summer Squash, Zucchini, Tomatoes, Garlic – scapes and bulbs

September to October

Apples, Pears, Cranberries, Melons, Raspberries, Broccoli, Broccoli Raab, Brussel Sprouts,

Cabbage, Cauliflower, Kohlrabi, Celeriac, Celery, Sweet Corn, Cucumbers, Fennel, Greens,

Leeks, Onions, Scallions, Shallots, Beets, Carrots, Parsnips, Potatoes, Rutabaga, Sweet Potato,

Turnips, Radishes, Salad Turnips, Green Beans, Shell Beans, Soy Beans (edamame), Summer Squash,

Zucchini, Eggplant, Peppers, Tomatillos, Tomatoes, Winter Squash, Pie Pumpkins, Garlic

November to December By this time of year, most local produce is coming from cold storage although you may

be able to find some fresh greenhouse-grown products at your winter farmer’s market.

Apples, Pears, Dry Beans, Beets, Brussel Sprouts, Cabbage, Carrots, Celeriac,

Late season greens (like kale and spinach), Kohlrabi, Leeks, Onions, Parsnips,

Potatoes, Radishes, Rutabaga, Sweet Potatoes, Turnips, Winter Squash, Garlic

Maine-produced foods that are in season all year long:

FRUIT: Blueberries & Apples

VEGETABLES: Potatoes, Carrots, Beets and Beet Greens, Garlic,

Salad & Braising Greens, Tomatoes, Winter Squash, Cabbage, Onions

DAIRY: Milk & Cheese PROTEIN: Eggs, Ground Meat, Seafood, Dry Beans

GRAINS: Wheat

Where to find local foods through the winter:

Winter Farmers Market, Winter CSA (Community Support Agriculture), Natural Food Store,

Local Food Coop (visit www.mofga.org and click on “Directories” for more information)

Resource: www.mofga.org

07/11 R02/12


http://www.mofga.org/

Boost your energy and brain power!

Why eat breakfast every day?It will give you the energy you need to start your day. It is “fuel” for the body!It can help you do better in school!It can help you feel and act your best!It can help with weight control and keep you healthy!

Not hungry in the morning? Start small… try:

a cup of low fat fruited yogurta piece of fruit such as a banana, orange or applea bowl of wholegrain cereal with low fat milka slice of wholewheat toast with peanut butter and a glass of low fat milk

half of a toasted English muffinwith a slice of low fat cheesetrail mix of raisins, nuts andcereal

Keep it simple, but keep it

delicious! You may like:

oatmeal with cinnamon, apple-

sauce, a glass of low fat milk

a waffle or pancake with light

syrup and blueberries

an English muffin with a slice of

ham, egg and low fat cheese

a low fat raisin bran muffin, glass

of low fat milk and a banana

Breakfast Is Best!

Try a variety ofhealthy foods! Find the onesYOU like!

A Meal is a Family Affair

To get started, try some of these ideas:

Choose a time when everyone can enjoy at least one meal

together—it may be breakfast, lunch, or dinner.

As the parent, you should decide what time meals are served and what the

choices are. Your children can then decide what to eat and how much.

Include your children in preparing the meal and turn off the TV.

Gather around the table for a meal.

Make the meal pleasant by keeping the conversation positive.

Help your child learn good manners and mealtime behaviors.

Limit eating and drinking unhealthy snacks between meals.

Role model the habits you want your children to develop.

In such a busy world, mealtimes often revolve

around our lifestyles. As a result of this, we miss

meals or eat foods that are not the best

for our bodies. Did you know that

experts have found that kids who eat

regularly with their families are more likely

to eat fruits, vegetables, and whole grains?

So, no matter how busy life may seem, it’s

important to make family meals a priority.

—KidsHealth 2007

To have fruits and vegetables year-round, add frozen

or canned.For health:■ Just as good for you as fresh fruit and

vegetables—nutrients are preserved inthe canning and freezing process

■ Choose fruit packed in their naturaljuice, not in syrup

■ Choose canned vegetables that are salt free and season to taste

For savings:■ Cost less than fresh fruit and vegetables

For convenience:■ Always in season■ Lots of choices■ Easily stored■ Already washed and cut—ready for

your favorite recipe

04/09 R03/10

Vegetables to:■ Chili■ Soup or stews■ Stir fry

Tomatoes for sauceBlack beans & corn to spice up a Mexican dishChick peas, kidney or garbanzobeans to any salad

Fruits to:■ Smoothies■ Yogurt parfaits■ Plain yogurt ■ Fruit salad■ Cereal■ Stir fry (pineapple)

Use Frozen and Canned by Adding:

Eat at leastfive fruits andvegetables a day!

Or use as a

side dish!

Prot

ein Starch

Vegetable Vegetabl

e

Food portions are larger than ever thesedays—usually much more than you need.The recommended serving size is enough.But how much is that? These tips will help keep your portions, as well as yourwaistline, right-sized.

Here are some tips to help you keep your portions under control:❍ Teach your children portion size by relating food to everyday items. For example, a deck

of cards is equal to a serving of meat, fish, or poultry. An apple or serving of fruit isabout the size of a tennis ball.

❍ Teach your children the concept of the divided plate. Think of a platedivided into four equal sections. Use one of the top sectionsfor protein, and the other one for starch, preferably a whole grain;fill the bottom half with veggies (none of the foods should overlapor be piled high).

■ Check the label on your food to see if it meets some basic needs in your diet, likecalcium or Vitamin C; if it’s not “good” for you, eat less of that food.

■ Avoid eating directly out of the package. Try putting snacks into a smallbowl or snack-size baggie.

■ Eat three meals a day; this way you won’t stuff yourself if you have skipped a meal.

■ Serve food on smaller plates.

■ Serve meals from the stove. This tip will keep you from feeling tempted to eat morewhen you are not hungry.

■ Skip the “clean plate” club. Instead, encourage your children to start with smaller portions and eat until they are satisfied.

■ At restaurants, ask for a lunch-size portion or shareyour meal.

■ Role model the behaviors that you want your children to develop.


Please note: For young children, use the palm of their hand as an indicator of portion size

Check the serving size and remember that if you eat more than one serving, you are eating more calories.

Nutritious foods give your family themost vitamins, minerals and other nutrients for the fewest calories.

Naturally nutritious foods make

your child’s calories count:

� Brightly colored fruits � Vibrant-colored vegetables� Lean meat, skinless poultry, fish, eggs, beans, and nuts

� Fat-free and low fat milk, cheese, and yogurt� Whole, fortified, and fiber-rich grain foods

Tips to Help Your Kids Eat Healthier:Picky eaters? Remember, experts say that parents and caregivers, not children, should decidewhat foods to buy and serve. New foods may have to be offered many times before they areaccepted. Here are some easy ways to get your child to accept unfamiliar nutritious foods:

� Combine whole grain/high-fiber cereals with your child’s favorite cereal.

� Make your own pizza with prepared whole wheat dough, a few veggies, and part-skimmozzarella cheese.

� Children age 2 and older: slowly step down from whole milk to low fat to fat-free milk.

� Clean and cut up fresh veggies in advance. Kidslove dips, so serve them with salsa or hummus!

� On-the-go options: dried fruits, nuts, hard boiledeggs, low fat cheese sticks, yogurt cups, and single-serve fruits canned in water or 100% fruit juice.

These nutritious foods are

inexpensive and convenient:

� Canned beans (rinse well)

� Frozen vegetables

� Fresh fruit in season

� Whole grains in bulk

� Store brand whole-grain breakfast

cereals

© 2008 Nutrition Works, LLC

The Fittest Food

TIP: Choose cuts of meat that end in "loin" or "round".

Fiber is the part of plant foods that the body can not digest. Eating morefiber can help your child prevent constipation, diabetes, and heart disease. Foods that contain a lot offiber are filling, have lots of vitamins and minerals, and help children maintain a healthy weight.

Fiber should be added very gradually to give the body time toadjust. Drinking plenty of fluids helpsfiber do its work.

How much fiber is enough?You can find out how much fiber is in food by looking for the “dietary fiber” line on foodlabels. A simple rule of thumb: children ages 3-15 should aim for “age plus 5 grams” offiber. For example, an 8-year-old should eat 8 plus 5=13 grams of fiber a day. Older teensshould eat 20-35 grams of fiber a day.


Here are some easy ways to add fiber:

■ Serve high-fiber cereal for

breakfast, like bran flakes,

oatmeal, or shredded

wheat

■ Add some raisins or a

banana to breakfast cereal

■ Serve whole fruit instead

of juices

■ Add a salad to lunch or

dinner

■ Eat apples, pears, and

potatoes with the peels on

■ Add beans (like kidney or

navy beans) to salads and

soups or eat baked beans

as a side dish

■ Popcorn makes a great

high-fiber snack

■ Fill 3/4 of the lunch or

dinner plate with plant-

based foods, such as fruits,

vegetables, and

whole grains

How To Add Fiber To Your Meals

The Use of Nonfood Rewards in School:

Creating a Healthier Classroom

Why use nonfood rewards?

Nonfood rewards promote a healthier school environment by encouraging healthy eating habits. When

students are given pop, candy, and other sweets as a reward for good behavior and academic

achievement, food becomes a primary motivator in their lives. Because these foods have little

nutritional value, using them as rewards contributes to poor eating habits.

Examples of Nonfood rewards for Middle and High School Students

...about Rewards, Incentives, and Consequences in the Classroom

Rewards and incentives should be given careful consideration as to the messages they send to the

students receiving them. Food should not be used as a reward or incentive in the classroom, but other,

more appropriate rewards can be used.

Teachers and other school personal should not…

Withhold food from a student as a consequence for inappropriate

behavior or poor academic performance.

Prohibit or deny student participation in recess or other physical activity

as a consequence for inappropriate behavior or poor academic

performance.

Cancel recess or other physical activity time for instructional make-up time.

For more information... http://doe.sd.gov/oess/cans/index.asp

http://doe.sd.gov/oess/schoolhealth/index.asp

http://doe.sd.gov/oess/cans/nutrition/index.asp

http://www.healthysd.gov/

05/10 R07/11

Sit with friends

Listen to music while working

Talk time at the end of class

Reduced homework

“No Homework” pass

Extra credit

Extra recess

Fun video

Assemblies

Computer time

Brainteasers

Field Trip

Eat lunch or have class outside

Stickers

Pencils and pens

Erasers

Bookmarks

Books

Art time

Coupons/gift certificates for video

stores, music stores, and movies

Eat lunch or have class outside

Drawings for donated prizes

Adapted from “The Use of Nonfood Rewards in School: Creating a Healthier Classroom” by the Child and Adult

Nutrition Services of South Dakota Department of Education in conjunction with the US Department of Agriculture.

08/08 R06/10

Healthier Cafeteria Snack Options Worried about what your child buys from the a la carte line, school store or vending machines? As you know, the best choices are whole or sliced fruits or veggies which are available at most schools. If your child does select a packaged snack, those from the list below, along side a balanced breakfast or lunch, are good choices. Each snack meets a strict standard for portion size, calories, fat, sodium and sugar. See full criteria on the back. Portion size is important—choose just one!

These items are often found in vending machines, school stores or a la carte lines. If they are not available now, encourage your school nutrition program to carry them!


Snack Size

Annie’s Homegrown Bunny Grahams (Chocolate Chip; Honey) 1 oz (28g)

Power Snacks Raisins 1 oz (28.35g)

Basil's Bavarian Bakery Animal Snackers

1 oz (28g)

Raisins 1.5 oz (42g)

Breyers YoCrunch Yogurt (Oreo Cookies n' Cream; Raspberry)

6oz (170g)

Breyers YoCrunch Yogurt (Strawberry)

7 oz (170g)

Chobani Yogurt (Strawberry; Blueberry; Peach) 6 oz

CLIF ZBAR (Chocolate Chip; Chocolate Brownie) 1.27 oz (36g)

Minute Maid Juice Bar (Grape) 2.25 fl oz (66.54g)

Snack Pack Fat Free Pudding (Vanilla; Chocolate) 3.5 oz (99g)

Sunflower Seeds (Honey Roasted; Lightly Salted) 1 oz 28.4g)

Skinny Cow (Low Fat Fudge Bar) 74g

Baked Cheetos 7/8 oz (24.8g)

Baked Lay's (Barbecue) 7/8 oz (24.8g) 1 1/18 oz (31.8g)

Snack Size

Baked Lay's (Sour Cream & Onion) 1 1/8 oz (31.8g) 1 3/8 oz (38.9g)

Baked Lay's (Southwestern Ranch) 1 oz (28.3g)

Baked Ruffles (Plain; Cheddar & Sour Cream) 1 1/8 oz (31.8g)

Doritos (Spicy Sweet Chili Reduced Fat)

1 oz (28.3g)

Baked Lay's Doritos (Nacho Cheese)

3/4 oz (21.2g) 1 3/8 oz (38.9g)

Baked Lay's Potato Chips 1 1/8 oz (31.8g)

Lay's Potato Chips (Original Fat Free)

1 oz (28.3g)

Rold Gold Tiny Twists Pretzels .5 oz (14.1g) 1 oz (28.3 g)

Cheerios (Bowl) 11/16 oz (19g)

Cheerios (Honey Nut, Bowl) 1 oz (28g)

Cinnamon Toast Crunch (Reduced Sugar) 1 oz (28g)

Cinnamon Toast Crunch Cereal (Bowl)

1 oz (28g)

Cocoa Puffs Cereal 7/8 oz (24g)

Cocoa Puffs Cereal (Reduced Sugar) (Bowl) 7/8 oz (24g)


...continued from previous page

Snack Size

Fruit By The Foot (Color By the Foot Triple Fruit Punch) .75 oz (21g)

Golden Grahams Cereal (bowl) 1 oz (28g)

Kix Berry Berry (Bowl) 7/8 oz(24g)

Kix Cereal (Bowl) 5/8 oz (17g)

Nature Valley Crunchy Granola Bar (Oats 'N Honey) 1.5 oz (42g)

Nature Valley Granola Bar (Oats 'n Honey; Apple Crisp) 1.5 oz (42g)

Scooby-Doo! Fruit Flavored Snacks .9 oz (25.5g)

Team Cheerios Cereal Bar (Strawberry) 1.3 oz (37g)

Total Cereal (Bowl) 13/16 oz (23g)

Trix (Bowl) 3/4 oz (21g)

Trix (Reduced Sugar) (Bowl) 3/4 oz (21g)

Trix Cereal Bar 1.3 oz (37g)

Soy Crisp (Apple Cinnamon) 1.3 oz (37g)

Hershey Mega Fudge-O Bar 4 fl oz (35g)

Hershey Sherbet (Raspberry) 4 fl oz (95.77g)

Hood Fudge Bar (91g)

Snack Size

Hood Ice Cream Cup (Orange Ice) (86g)

Hood Ice Cream Cup (Orange Sherbet; Raspberry Sherbet) (90g)

Hood Ice Cream Cup (Raspberry Nonfat Frozen Yogurt) (73g)

Crisp Rice Cereal (bowl) 3/4 oz (21g)

Luigi's Real Italian Ice (Lemon; Strawberry)

4 fl oz (118mL)

Kashi Heart to Heart (Box) 1.4 oz (40g)

Kashi TLC Bar (Cherry Dark Chocolate) 1.2 oz (35g)

Kashi TLC Fruit & Grain (Dark Chocolate Coconut) 1.1 oz

Apple Jacks (Reduced Sugar) .7 oz (20g)

Austin Zoo Animal Crackers 1 oz (28g)

Cheez-it Baked Snack Crackers (Reduced Fat) 1.5 oz (42g)

Corn Flakes (Box) .81 oz (23g)

Froot Loops (Reduced Sugar) .67 oz (19g)

Frosted Flakes (Reduced Sugar) 1 oz (28g)

Frosted Mini-Wheats 1 oz (28g)

Frosted Mini-Wheats (Box) 1.31 oz (37g)



Snack Size

Frosted Mini-Wheats Little Bites (Chocolate) 1 oz (28g)

Keebler Scooby-Doo! Graham Cracker Sticks (Cinnamon) 1 oz (28g)

Nutri-Grain Cereal Bar (Apple Cinnamon; Blueberry; Raspberry; Strawberry; Yogurt Strawberry)

1.3 oz (37g)

Pop-Tarts (Frosted Strawberry) 1.76 oz (50g)

Raisin Bran (Box) .88 oz (25g)

Rice Krispies (Box) 1.52 oz (43g)

Rice Krispies Treats 1.3 oz (37g) 1.7 oz (48g)

Special K (Box) .81 oz (23g)

Special K Bar (Honey Nut) .77 oz (22g)

Kemps Cream Bar (Orange) 3 fl. oz (66g)

Kemps Nonfat Frozen Yogurt (Chocolate) 4 fl oz (113.4g)

Malt-O-Meal Crispy Rice (Bowl) .63 oz (17.7g)

Malt-O-Meal Toasty O's 11/16 oz (19.5g)

Cheese Nips (100 Calorie Packs) ,74 oz (21g)

Chips Ahoy Thin Crisps (100 Calorie Pack)

.81 oz (23g)

Honey Maid Grahams (Cinnamon Sticks)

1 oz (28g)

Snack Size

Newton's Fruit Crisp (Mixed Berry) 1 oz (28g)

Oreo Thin Crisps (100 calorie pack)

.81 oz (23g)

Wheat Thins Toasted Chips Minis (100 Calorie Pack) .77 oz (22g)

EnviroKidz Crispy Rice (Peanut ChocoDrizzle) 1 oz (28g)

Flintstones Push Up Sherbet Treats 2.75 fl oz (54g)

Goldfish Baked Snack Crackers (Cheddar)

1 oz (28g)

Goldfish Giant Grahams .9 oz (26g)

Quaker Oats Breakfast Cookie (Oatmeal Raisin) 1.69 oz (48g)

Quaker Oats Cereal Bar (Apple Crisp)

1.3 oz (37g)

Quaker Oats Chewy Granola Bar (Low Fat Chocolate Chunk; Oatmeal Raisin; Peanut Butter Chocolate Chip; S-Mores)

.84oz (24g)

Quaker Oats Instant Oatmeal (Original)

.98 oz (28g)

Quaker Oatmeal Express (Golden Brown Sugar; Cinnamon Roll) 1.9 oz (54g)

Quaker Instant Oatmeal (Cinnamon & Spice) 1.62 oz (46g)

Quaker Instant Oatmeal (Maple & Brown Sugar) 1.51 oz (43g)

Quakes Rice Snacks (Caramel Corn)

.91 oz (26g)

Quaker Oats Snack Mix (Kids Mix) 7/8 oz (24.8g)

09/10 R12/10


Nutritional criteria for packaged snack foods:

Total fat ≤ 35% of calories per serving, excludes nuts, seeds, nut butters, reduced fat cheese

Trans fat ≤ 0.5 grams per serving (trans fat free)

Saturated fat < 10% of calories per serving, excludes reduced fat cheese

Sugar ≤ 35% by weight of total sugars, excludes fruits, vegetables, milk

Sodium ≤ 480 mg per serving

Calories ≤ 200 calories

Snack Size

Pirate's Booty (Aged White Cheddar)

1 oz (28g)

Cascadian Farm Chewy Granola Bar (Chocolate Chip) 1.2 oz (35g)

Snyder’s of Hanover Honey Wheat Sticks

2.25 oz (63.8g)

Snyder’s of Hanover Mini Pretzels 1.5 oz (42.5g)

Stacy’s Pita Chips (Cinnamon Sugar; Parmesan Garlic & Herb; Simply Naked)

1 3/8 oz (38.9 g)

Stacy’s Soy Thin Chips (Sweet BBQ)

1.5 oz

Stauffer Whales Baked Snack Crackers

.75 oz (21g)

Snack Size

YoKids Squeezers Organic Low Fat Yogurt (Strawberry)

2 oz (57g)

Fruit in a Flash Apple Slices 2 oz (57g)

House Recipe Instant Oatmeal (Regular)

(56g)

Creamsicle (Orange 'n Cream) 2.7 fl oz (70g)

Upstate Farms Yogurt (Raspberry; Strawberry/Banana)

4 oz (113g)

Yoplait Trix Low Fat Yogurt (Strawberry Banana Bash)

4 oz (113g)

Yoplait (Light Strawberry; Harvest Peach)

6 oz (170g)

Stonyfield Farm Low Fat Yogurt (Blueberry; Strawberry)

6 oz (170g)

The above criteria is based on the USDA's HealthierUS School Challenge competitive food criteria. This list is not reviewed or approved by USDA; products on this list are not approved or endorsed by the USDA and all products may not meet the Gold Award of Distinction criteria. For more information about the criteria, please visit http://www.fns.usda.gov/tn/healthierus/index.html.

For more information about Let's Go!, please visit www.letsgo.org.

08/08 R07/11

� Ride a bike.

� Go on a nature hike.

� Put together a puzzle.

� Turn on the music and dance.

� Read a book or magazine.

� Spend time catching up with

your family.

� Take your kids to the park

or beach.

� Play board games.

� Walk, run, or jog.

� Start a journal.

� Play ball (basketball,

catch, soccer, etc.).

� Go to the library.

� Explore gyms in your

community.

� Rollerblade.

� Play charades.

� Sled, ski, or snowshoe.

Tame the TV and Computer!Set Limits – know how much TV your child is watching. � Set some basic rules, such as no TV or computer

before homework or chores are done.

� Do not watch TV during mealtime.� Use a timer. When the bell rings it’s time

to turn off the TV.

Redy’s Rules

Help your child plan television viewing in advance.

� Keep books, magazines, and board games in the family room.

� Make a list of fun activities to do instead of being in front of

a screen.

� Set family guidelines for age-appropriate shows.

Tips from Redy

� Screentime includes TV, computer, Playstation, andGameboy. All are important to limit. � Watching TV is associated withmore snacking and increasedobesity. � Too much TV has been linkedto lower reading scores andattention problems. � Healthy screen time:

• No TV/computer under the age of 2• No TV/computer in the room the child sleeps• One hour of educational TV/computertime between ages 2 and 5 • After the age of 5, 2 hours or less

Life is lots more fun when you join in!

Try these activities instead of watching TV.

Did you know?

Turn on the Fun!

Limit recreational screen time to two hours or less.*

� Eliminate TV time during the week.


National experts recently surveyed kidsabout their sleep habits. Here’s what they learned:

70% of kids said they wish they could get more sleep.

71% of kids said they feel sleepy or very sleepy when it’s time to wake up for school.

25% of kids said they feel tired at school every single day.

Five Tips for BedtimeIt may be a challenge to make a change to your children’s bedtime routine, but if you stick toit, your efforts will pay off. These ideas will help:

■ Help your child prepare for school the night before by laying out their clothes, backpack, etc.

■ Slow down and set a routine before bed.

■ Make the bedroom a cozy environment where your child wants to be.

■ Avoid putting a TV in your child’s bedroom;if they already have one, do not let themwatch TV in their bedroom at bedtime.

■ Adjust your child’s bedtime if they are not getting enough sleep.

How much sleep is enough?

There’s no exact number of hours of sleep

required by all kids in a certain age group,

but the National Sleep Foundation suggests:

➣ Preschoolers (ages 3 to 5): should sleep

about 11 to 13 hours per night

➣ School-Age Children (ages 5 to 12): need

about 9 to 11 hours of sleep a night

➣ Teens: need at least 8.5 to 9.5 hours of

sleep per night


—KidsHealth 2007

08/08 R03/10

One hour of moderate physicalactivity means:

• Doing activities where youbreathe hard like hiking ordancing

20 minutes of vigorous physicalactivity means:

• Doing activities where you sweat, like running, aerobics, orbasketball

Physical activity…

Did you know?

Get one hour or more of physical activity every day.

Move An Hour Every Day!

� Encourage at least an hour of daily

physical activity…for kids and adults!

Let Physical Activity be Free and Fun!

� Take a walk with your family

� Play with your pet

� Play tag

� Take a bike ride (remember to

wear your helmet)

� Turn on music and dance

� Jump rope

� Play Frisbee

� Take the stairs

� Park the car at the end

of the parking lot

� Make snow angels

Redy’s Rules

Tips from Redy Make Physical Activity Easier. � Make gradual changes to increase yourlevel of physical activity.� Incorporate physical activity into your daily routines.� Try tracking the level of your physical activity using a pedometer.� Turn off the TV and computer and keepthem out of the bedroom.� Limit recreational computer time.� Choose toys and games that promotephysical activity.� Encourage lifelong physical activity byincorporating physical activity into yourroutine.� Keep physical activity fun!!

Be A Role Model.� Use a pedometer.� Take a walk after dinner.• Makes you feel good

• Helps you keep a healthyweight

• Makes your heart happy

• Makes you stronger

• Makes you flexible

Take It Outside! With so much technology, it can be hard to pull ourselves away from indoor attractions like computers, TVs, and video games. As a result, we miss out on the exciting and beautiful world of nature that is right outside our door. Spending time in nature alone and with our families has positive outcomes for everyone.

Did you know that experts have found that kids who have greater contact with nature are happier, healthier, smarter, more creative, more optimistic, more focused, and more self-confident? Families also have stronger bonds and get along better if they participate in activities outside. Getting outside can even help prevent diabetes, behavioral disorders, and depression. So, no matter how tempting staying inside may be, making time for nature is really important!

Tips to get kids involved:

Make a list of nature activities that your kids want to do and then use those activities as rewards

Encourage kids to go outside with you while you do yard work

Help kids plant a garden that they can take care of

Check out books on local animals, like birds, and help your kids pick them out

Get other friends and families involved in your nature outings too – the more, the merrier!

Here are some fun, family-friendly outdoor activities you can try:

Go apple or berry picking

Follow animal tracks

Go sledding

Sleep in the backyard

Go fishing

Jump in puddles

Go stargazing and pick out your favorite constellations

Plant a vegetable garden

Go for a hike or nature walk

Collect seashells on the beach

Resources:

Children and Nature Network | http://www.childrenandnature.org/

Let’s Go! | http://www.letsgo.org/

Maine Bureau of Parks and Lands | http://www.parksandland.com

Healthy Maine Walks | http://www.healthymainewalks.org/

07/11 00/00

08/08 R03/10

Put limits on juice

Drink water and low fat milk; limit or eliminate sugary beverages.

WaterKeep It Handy, Keep It Cold:� Keep bottled water or a water bottle on hand.� Add fresh lemon, lime, or orange wedges to

water for some natural flavor.� Fill a pitcher of water and keep it in the fridge.� Drink water when you’re thirsty. It’s the best choice.� Cut back slowly on sugar-sweetened drinks.� Replace soda with water, instead of other sugar-sweetened beverages,

such as juice or sports drinks.

Be a Role Model:� Grab a glass of water instead of soda.� Try mixing seltzer with a small amount of juice.

MilkEncourage low fat milk instead of sugar-sweetened drinks:According to the national dairy council:� Children ages 4–8 years old should be consuming three 8-ounce glasses

of milk or other dairy each day. � Children ages 9–18 years old should be consuming four and a half 8-

ounce glasses of milk or other dairy each day.

� Juice products labeled “-ade,” “drink,” or “punch” often contain

5% juice or less. The only difference between these “juices” and

soda is that they’re fortified with Vitamin C.

� Always try to choose whole fruits over juice.

� If you choose to serve juice, buy 100% juice.

� Each day, juice should be limited to:

• 4-6 ounces for children 1-6 years old

• 8-12 ounces for children 7-18 years old

• No juice for children 6 months and under

� Make changes slowly by adding water to your child’s juice.

� Suggest a glass of water or low fat milk instead of juice.

Did you

know? Soda has no nutritional value andis high in sugar. Just nine ouncesof soda has 110-150 empty calo-ries. Many sodas also contain caf-feine, which kids don’t need.

Energy drinks are NOT sportsdrinks and should never replacewater during exercise. Water is fuel for your body:� Water is the most importantnutrient for active people.� Between 70-80% of a child’sbody is made up of water.� When you exercise, you sweat,and when you sweat you LOSEwater and minerals – it isimportant to replace the wateryou lose when you sweat.

� Water is the #1 thirst quencher!

Make a milkshake

using low fat milk,

ice, and your

favorite berries.

Redy’s Rules

08/08 R03/10

Water Is Fuel for Your Body

Fuel your body with water when you need more fuel!

Ever wonder why you need water? Like food, water actslike fuel in your body and helps your body function. Tokeep your body running smoothly, drink plenty of waterthroughout the day.

Children who eat healthy, drink enough water, andsleep well at night will have energy for all their sportsand activities.

� Water is the most important nutrient for active people.

� Between 70-80% of a child’s body is made up of water.

� Water is the #1 thirst quencher!

When you exercise, you sweat, and when you sweat, you LOSE water

and minerals. It is important to replace the water you lose when you sweat.

Kids who are very active for longer than 60 minutes may need to replace water

and minerals using sports drinks, like Gatorade® and Powerade®, especially when

it’s hot and humid.

Energy drinks are NOT sport drinks and should never be used to replace

water during exercise. Most energy drinks, like Red Bull® and SuperStar™,

contain CAFFEINE. Caffeine causes the body to lose water and can sometimes

cause anxiety, headaches, stomachaches, and sleep problems.

Energy drinks contain HIGH amounts of sugar and calories. The extra

sugar and calories may add to weight gain and tooth decay.

“In a game, when my players get thirsty, water gets the call.”

—Arnie Beyeler, Manager, Portland Sea Dogs

Calcium is a mineral found in some foodsand drinks. It works with other vitaminsand minerals to build strong bones and teeth for life!

The best sources of calcium in the dietare milk and milk products. The UnitedStates Department of Agriculture says thatmost young people should drink nonfat orlow fat milk products in these amounts:

Children ages 1-3: 2 cups a day

Children ages 4-8: 3 cups a day

Preteens and teens: 4 cups a day

What if your child can’t orwon’t drink that much milk?Other foods containing smaller amounts of calciuminclude low fat macaroni and cheese, turnip orbeet greens, kale, canned salmon, broccoli, cottage cheese, navy or pinto beans, almonds,and oranges.

If milk products cause gas or diarrhea in an olderchild, don’t let that stop her from getting enoughcalcium. Serve Lactaid™ (specially treated) milkinstead of regular milk. Small servings of yogurtand cheese may not cause a problem.

If your child has an allergy to milk, ask your healthcare provider how to select a calcium supplement.Or, ask for a nutrition “check up” to help you makesure your child is getting enough calcium.


Calcium Counts!

Here are some easy optionsthat have the same amount ofcalcium (300 mg) as a cup ofnonfat milk:� Yogurt, nonfat or low fat, 1 cup;choose those with less addedsugar or corn syrup� Smoothies made with milk,yogurt, and frozen fruit� Nonfat or low fat chocolate milk,1 cup; try mixing chocolate milk50/50 with low fat or skim whitemilk

� Cheese, 2 ounces� Orange juice plus calcium, 1 cup� Calcium-fortified soy milk, 1 cup(shake well)� Total cereal, 3/4 cup

SPORTS DRINKS Flavored beverages that usually contain sugar, minerals and electrolytes

(like sodium, potassium and calcium).

Most people don’t need them! They are recommended only when you have been doing intense physical activity for an hour or longer (such as long distance running or biking, or high intensity sports like soccer, basketball or hockey).

If you drink them when you have been doing just routine physical activity or just to satisfy your thirst, you actually increase your risk of excess weight gain.

What are some examples?

Gatorade Powerade Accelerade All Sport Body Quencher Propel

ENERGY DRINKS Flavored beverages that typically contain stimulants like caffeine

and other compounds along with sugar, added vitamins and minerals, and maybe even protein. (We don’t need these nutrients from drinks; we get them from our food!)

These drinks are not the same thing as sports drinks and are NEVER recommended for children or adolescents.

Could cause you to have increased heart rate, increased blood pressure, trouble sleeping, anxiety, difficulty concentrating, upset stomach, and even caffeine toxicity.

What are some examples?

Monster Red Bull Power Trip Rockstar Full Throttle Jolt

You know what rocks? WATER!


07/11 00/00

Neither sports drinks or energy

drinks are a good substitute for

water – water is always the best thirst

quencher! Water is the best

choice for hydration, even before, during and after most

people’s exercise routines.

Did you know?

Most people don’t need them!

Adapted from KidsHealth.org and Sports Drinks & Energy Drinks for Children & Adolescents: Are They Appropriate?. Committee on Nutrition and the Council of Sports Medicine and Fitness. Pediatrics. 2011; 1227; 1182.

08/08 07/09


Consider how frequently you or your child enjoy these beveragesand what nutrition, if any, they get from it.

Tips to make cutting back on sugary drinks easier:

� Cut back slowly

� Don’t replace soda with other sugar-sweetened beverages, such as juice and sports drinks

� Remember, water is the best drink when you are thirsty

� Make low fat milk and water the drink of choice

08/08 R05/10

Common Drink Choices

Drink Size Total Calories Sugar Grams

Teaspoons Sugar

Arizona® Green Tea & Honey 20 oz 210 cal 51 g 12 Coca-Cola® Classic 20 oz 250 cal 65 g 15

Dole® 100% Apple Juice 15.2 oz 220 cal 48 g 11 Dunkin’ Donuts Strawberry Fruit

Coolata® 16 oz 290 cal 65 g 15 Gatorade™ 20 oz 130 cal 34 g 8

Glaceau Vitamin Water® 20 oz 125 cal 32.5 g 8 Monster Energy® Drink 16 oz 200 cal 54 g 13

Mountain Dew® 20 oz 275 cal 78 g 18 Poland Spring® Water 20 oz 0 cal 0 g 0

Sprite® 20 oz 250 cal 65 g 15 Starbucks Bottled Frappuccino® 9.5 oz 200 cal 32 g 8

Tab 6: Collaborate with Food and Nutrition Programs to offer healthy food and beverage options.

The Role of School Nutrition Programs in Let’s Go!

Build a Healthy Lunch Tray Poster




Cafeteria as a Learning Lab




School Nutrition Newsletter Snippets

Dispelling School Food Funding Myths

Chapter 51: Child Nutrition Programs in Public Schools and Institutions

Maine's Law Banning Food Ads In Schools

In This Section T

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The Role of School Nutrition Programs

in Let’s Go!

Let’s Go! views school nutrition programs as essential partners in our quest

to promote healthy eating and active living. School food service programs,

more progressively called school nutrition programs, often operate

independently from the greater school environment. However, schools

implementing 5-2-1-0 Goes to School can benefit greatly from a positive

relationship with the school nutrition program and vice versa.

What 5-2-1-0 teams can do: Invite the district school nutrition director to join your team. Let them know

what 5-2-1-0 Goes to School is and that you are looking at the entire school

food environment (celebrations, snack time, fundraisers, etc). Invite them to

participate because of their expertise in feeding kids and your desire to

develop a productive relationship. A good way to start off on the right foot is

to ask what you can do to help the nutrition program. Be positive and don’t

immediately request changes.

If you are working on a healthy snack program, don’t go it alone! Involve your

school nutrition director. Each school also has a kitchen manager. You may get

more headway with the director, but having the manager on board is helpful

too. Check out the Cafeteria Sponsored Snack Program described in the

toolkit!

Embrace lunch staff as valuable members of the school community. Give them

a chance to show off their stuff! Offer them the opportunity to come into the

classroom to offer nutrition education. See Cafeteria to Classroom

Connections in the toolkit.

Get in the cafeteria. Walk through the hot lunch line. Help kids identify how

their lunch choices can contribute to their 5-a-day. Go to the salad bar. Sit

with the kids. Be a healthy eating role model!

If you want to work on the school menu, developing a positive working

relationship with the director is the first step. Be curious. Ask about what

nutrition standards they follow and how much money they have per meal. It’s a

real eye-opener. Contact Let’s Go! for further assistance.

05/10 R07/11

See reverse side for more information...

07/11 00/00

What school nutrition directors can do: Adding a healthy new menu item? Rely on your 5-2-1-0 team members to

help promote the new item. Ask the principal, school nurse, or school

secretary to help serve the new item.

Write descriptive menu, e.g. write ‘Grandma’s Garden Vegetable Stew’

instead of ‘Vegetable Soup’.

Encourage teachers to eat school lunch with students. Enter these teachers

into a drawing for a healthy snack for their classroom.

Increase the nutritional quality of school meals by achieving the Healthier

US School Challenge.

Include classroom teachers in “March through the Alphabet” or “Eat your

way through the Rainbow” initiatives. These efforts can be complemented

in the classroom.

Market, market, market! Let people know why your program is great!

Let’s Go! runs regional school nutrition workgroups. Visit our website to see if

there is one in your area! With a little extra effort, everyone who has a role in

healthy eating and active living at school can come together and have double the

impact!

Build a Healthy Lunch

Protein

Grain

Milk

Fruit

Vegetable

Remember to

choose a fruit and/or

vegetable!

Let’s Go! asked 11 School Nutrition Directors what they wanted school staff to know about the School Nutrition Program. This document is intended to help facilitate discussion between School Nutrition Programs and other members of the school.

1: “Every school day school nutrition professionals must meet differing local, state and federal nutrition standards; provide quality, safe and healthful meals that kids enjoy; accommodate special dietary needs and food allergies of a diverse student body; all for less than $2.57 per meal,” said Dr. Katie Wilson, president of the School Nutrition Association.

2: Your School Nutrition Program offers as many whole grain products as possible. In many cases, pizza crust, French toast sticks, pancakes, waffles, breadsticks and pasta contain whole grains.

3: Your School Nutrition Program purchases as much locally grown fruits and vegetables as possible. For example, many districts purchase apples and potatoes locally when available. Many schools are also starting to grow their own vegetables.

4: Your School Nutrition Program offers a wide variety of fruits and vegetables. Students who eat school meals have the opportunity to get at least 4 of their “5-a-day” at school.

5: When menu planning, the School Nutrition Program follows very specific guidelines. They are required to provide 1/3 of RDA of protein, Vitamin A, Vitamin C, iron, calcium, and calories -- no more than 30% of calories are to come from fat and less than 10% from saturated fat.



6: Your School Nutrition Program has to keep track of everything: what days each student ate lunch, what the menu was, how much food was purchased, how it was served, what was the temperature of the meal, how each student’s lunch got paid for - and be able to provide it up to 3 years later.

7: Your School Nutrition Program operates under strict federal and state guidelines. Cafeterias have a state review every 5 years to ensure their program’s meals meet nutrition standards and have annual health inspections.

8: Your School Nutrition Program has to be self-supported. They have their own budget, separate from the school. They have to pay salaries, benefits, buy food, purchase and repair equipment, as well as buy paper and non food supplies.

9: A USDA study revealed on average, School Nutrition Programs operated at a break-even level in 2005-06, with revenues equal to costs.

10: Students receiving free and reduced lunch are kept confidential and are not identified in the lunch line. Students can apply for free and reduced meals any time during the year. Applying for Free/Reduced actually benefits the school district as a whole by increasing funding from many sources in different departments. Many sources of funds require that a particular participation percentage level be met.


03/10 R06/10

United States Department of Agriculture

USDA recently published practical, science-based nutrition standards for snack foods and beverages sold to children at school during the school day. The standards, required by the Healthy, Hunger-Free Kids Act of 2010, will allow schools to offer healthier snack foods to children, while limiting junk food.

The health of today’s school environment continues to improve. Students across the country are now offered healthier school lunches with more fruits, vegetables and whole grains. The Smart Snacks in School standards will build on those healthy advancements and ensure that kids are only offered tasty and nutritious foods during the school day.

Smart Snacks in School also support efforts by school food service staff, school administrators, teachers, parents and the school community, all working hard to instill healthy habits in students.


USDA’s “All Foods Sold in Schools” Standards

Nutrition Standards for Foods

● Any food sold in schools must:• Bea“wholegrain-rich”grainproduct;or• Haveasthefirstingredientafruit,avegetable,a

dairyproduct,oraproteinfood;or• Beacombinationfoodthatcontainsatleast¼

cupoffruitand/orvegetable;or• Contain10%oftheDailyValue(DV)ofoneof

the nutrients of public health concern in the 2010DietaryGuidelinesforAmericans(calcium,potassium,vitaminD,ordietaryfiber).*

● Foods must also meet several nutrient requirements:• Calorielimits:

° Snackitems:≤200calories° Entréeitems:≤350calories

• Sodiumlimits:° Snackitems:≤230mg**° Entréeitems:≤480mg

• Fatlimits:° Totalfat:≤35%ofcalories° Saturatedfat:<10%ofcalories° Transfat:zerograms

• Sugarlimit:° ≤35%ofweightfromtotalsugarsinfoods

*OnJuly1,2016,foodsmaynotqualifyusingthe10%DVcriteria. **OnJuly1,2016,snackitemsmustcontain≤200mgsodiumperitem

Smart Snacks in School: USDA’s “All Foods Sold in Schools” Standards

Nutrition Standards for Beverages

● All schools may sell:• Plainwater(withorwithoutcarbonation)• Unflavoredlowfatmilk• UnflavoredorflavoredfatfreemilkandmilkalternativespermittedbyNSLP/SBP• 100%fruitorvegetablejuiceand• 100%fruitorvegetablejuicedilutedwithwater(withorwithoutcarbonation),andnoaddedsweeteners.

● Elementary schools may sell up to 8-ounce portions, while middle schools and high schools may sell up to 12-ounce portions of milk and juice. There is no portion size limit for plain water.

● Beyond this, the standards allow additional “no calorie” and “lower calorie” beverage options for high school students. • Nomorethan20-ounceportionsof• Calorie-free,flavoredwater(withorwithoutcarbonation);and• Otherflavoredand/orcarbonatedbeveragesthatarelabeledtocontain<5caloriesper8fluidouncesor≤

10caloriesper20fluidounces.• Nomorethan12-ounceportionsof• Beverageswith≤40caloriesper8fluidounces,or≤60caloriesper12fluidounces.

Other Requirements

● Fundraisers• Thesaleoffooditemsthatmeetnutritionrequirementsatfundraisersarenotlimitedinanywayunderthe

standards. • Thestandardsdonotapplyduringnon-schoolhours,onweekendsandatoff-campusfundraisingevents.• Thestandardsprovideaspecialexemptionforinfrequentfundraisersthatdonotmeetthenutrition

standards. State agencies may determine the frequency with which fundraising activities take place that allow the sale of food and beverage items that do not meet the nutrition standards.

● Accompaniments• Accompanimentssuchascreamcheese,saladdressingandbuttermustbeincludedinthenutrientprofile

as part of the food item sold.• Thishelpscontroltheamountofcalories,fat,sugarandsodiumaddedtofoodsbyaccompaniments,which

canbesignificant. Public Comment

USDA is seeking comments on these standards. The formal 120-day commentperiodisopenthroughOctober28,2013.Wealsowanttocontinue to receive feedback during implementation of the standards, so that we are able to make any needed tweaks to the standards basedonreal-worldexperience.Feedbackfromstudents,parents,school food staff, school administrators, State agencies and other interested parties is critical to ensuring successful standards.

Tofindthestandardsonline,simplygotohttp://www.regulations.gov andsearchbythedocketnumber,whichisFNS-2011-0010,oryoumaytypeinthenameoftherule“NutritionStandardsforAllFoodsSoldinSchool”.

Comment Online:http://www.regulations.gov

Comment by Mail:William Wagoner

Section Chief, Policy and Program Development Branch

Child Nutrition Division Food and Nutrition Service

P.O. Box 66874St. Louis, MO 63166

USDA is an equal opportunity provider and employer.


The USDA has updated the nutrition standards for school meals. These

welcome changes make school meals healthier by including even more

fruits, vegetables, and whole grain rich foods; only low-fat or fat-free milk;

portions that are appropriate for a child’s age; and less saturated fat and

sodium.

In the cafeteria, you will notice new items as well as a greater variety of

healthy options. These changes help our students live the Let’s Go! 5-2-1-0

message that our district promotes:

Teachers and other school staff can play an important role in successful

implementation of the new standards. Here are some ways you can help

support healthy school meals:

Always speak positively about school meals and encourage students

to try new items.

Talk to your students about the new school lunches. Find out what

they like/dislike and report back to the cafeteria staff.

Serve as a role model by occasionally eating school lunch with your

students.

Incorporate nutrition education in your classroom.

Support the message of healthy eating by not using food as a reward

and by serving healthier options at classroom parties.

For more ideas on how to promote a healthy school environment,

visit www.letsgo.org

March Through the ABCs

Each day represents a different letter. The cafeteria features food(s) that begin with the

letter of the day. For example, apples, apricots, asparagus, and arugula on A-day. Bananas,

blueberries, and beans for B-day. If the cafeteria creates a printed menu for the month

indicating each letter and day, the classroom can use the menu to encourage snacks like

cantalope, cherries, celery, and carrots to come in with on C-day! The book “Eating the

Alphabet” by Lois Ehlert is a great classroom read.

Maine Harvest LunchThe Maine Harvest Lunch is a day in September where schools throughout the state ofMaine celebrate the bounty of Maine’s harvest by featuring local foods on the school menu.This is a distinctive opportunity for positive interaction and collaboration with the SchoolNutrition Program. Pulling off the Maine Harvest Lunch requires commitment and dedica-tion from the entire school. It requires extra effort, money, and enthusiasm from the SchoolNutrition staff, and support from the rest of the school can go a long way. Check in withyour School Nutrition Director to see if your school is participating this year. There is aneasy-to-use curriculum designed to tie the Maine Harvest Lunch ideals into the classroom.To find out more about the Maine Harvest Lunch and to order the free curriculum, visitwww.mofga.org. Look for Maine Harvest Lunch under the resources tab.

Eat Your Way Through the Rainbow

Eating a variety of colorful foods greatly improves the chances of getting all the nutrients you need for good health. This activity runs like the March Through the ABCs program. The cafeteriaassigns a color to each week in a month and the classroom tries to be sure they are encouragingstudents to bring in cherries during red week and carrots during orange week. It’s a great oppor-tunity to create unity between cafeteria and classroom.

Explain to kids that they should try to eat the rainbow every day. The outside color of a fruit orvegetable can be a clue to the vitamins and minerals found within.

The following are some examples of cafeteria activities that can be complemented in the classroom. See if your School Nutrition Director is interested in one of them!

03/10 R06/10

Cafeteria as Learning Lab



Some suggested activities that the School NutritionProgram can run in the classroom:

The Magic Shopping Bag Second to Third Grade Level, Led by Cafeteria Staff

Kids should line up and go to the front of the classroom, one by one, and select a snack out of acovered shopping bag. Next, they will be asked to identify whether the snack is a healthy choiceor not. If the snack is a “healthy” choice, they ring a bell; if it is a “not so healthy” snack, theyhonk a horn.

Can You Name That Fruit? Second to Third Grade Level, Led by Cafeteria Staff

In this exercise, a variety of fresh produce will be brought into the classroom by a member of thecafeteria staff. Students will be encouraged to taste test new and exotic fruits. During this activity,students will also have the opportunity to sample fruit in other forms, such as through fresh fruitsmoothies.

Tour the Kitchen Second to Third Grade Level, Led by Food Service Director

During this activity, students will have an opportunity to tour their school’s kitchen and see wheretheir food comes from. Students will also learn about the equipment used to make their mealsand have the opportunity to sample a healthy snack. At the end of the tour, the food service direc-tor or other kitchen staff member will discuss the importance of good nutrition and healthy eating.

Make Your Own Milk Moustache Second to Third Grade Level, Led by Classroom Teacher

Materials: paper and markers (milk optional)

While students enjoy their milk (optional) they will have an opportunity to create their own “milkmoustache” posters. The lesson should open or close with a simple discussion on calcium. A variation could include taking photos of students with a yogurt moustache painted on their faces.Then use the photos to create the posters.

Know What’s in Your Breakfast Second to Third Grade Level, Led by Classroom Teacher

Materials: cereal labels & instructions on reading a food label

Students will be asked to bring in a food label from their favorite box of cereal. During the lesson,students will learn how to read a label and analyze the sugar content of their morning meal. Forhomework, they will be asked to watch Saturday morning cartoons and jot down the number oftimes they see cereal advertisements. When they return to school on Monday, they should be askedto share their findings. The lesson should conclude with a discussion of how cereal companies geartheir advertising towards kids.

Nutrition 101 Fourth to Fifth Grade Level, Led by Cafeteria Staff

Cafeteria staff take an opportunity to connect with the students by teaching a basic nutrition lesson. This lesson covers topics from the food groups to portion size. To conclude, the cafeteriastaff relate eating healthy foods to putting good gas in your car.

“Fat” Food Dining 101 Fourth to Fifth Grade Level, Led by Cafeteria Staff

In this lesson, students are asked to pick out their favorite menu items from popular fast foodrestaurants. These menu items are then looked up in a nutritional facts pamphlet (provided bymost establishments) by the number of grams of fat. Using a small scoop and government commodity shortening, the kids will scoop onto a plate how much fat they would be eating. This activity provides a great visual to students to help them understand the importance of decisions they make in relation to their diet.

Staff to consider involvingin these lessons: • School Health Coordinator• School Nurse• Health Teacher • Local Pediatrician • Physical Education Teacher • P.T.O. Members

Contributed by Sandy Lewis, Food Service Director, Old Orchard Beach, ME

08/08 R06/10

Here’s how it works:

If students are interested in purchasing a snackthrough the school, they can pay .50¢ in the cafeteria each day before 8:00 a.m. and leave theirnames and classrooms. Snacks are then placed ina basket along with the names of students whopurchased a snack. Just before snack time, a desig-nated classroom helper will come to the kitchen andpick up the classroom’s snack basket. All snacks are“user friendly,” meaning that they are cut up, ready toeat and come with the necessary utensils.

Notes:

The cost of snacks to the cafeteria is several cents less than is charged to ensurethat a profit is made.

This program has been tested in grades K-5. It is a simple, effective way to ensurethat the students are getting something healthy to eat and alleviates parents’ anxietyaround packing a healthy snack.


08/08 R06/10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Yogurt Applesauce Pretzels String Cheese Fresh Fruit or

Veggie Sticks

S A M P L E M E N U

Contributed by Sandy Lewis, Food Service Director, Old Orchard Beach, ME


05/10 00/00

Objective: This series of songs was created by Food Service Director, Sandy Lewis and Dr. Carl Winter to create a connection between students and the food service program, otherwise known as the cafeteria. This medley was performed in the school talent show by the school lunch staff. The whole medley is choreographed and the staff were dressed in fruit and vegetable costumes. This skit could also be used by a classroom.

VEGGIE MEDLEY Sung to the tune of “Who Let the Dogs Out?” by the Baha Men

(start after yippee-hi-oh) Who left the meat out? WHO WHO WHO WHO WHO Who left the meat out? WHO WHO WHO WHO WHO Who left the meat out?

STAYING ALIVE Sung to the tune of “Staying Alive” by the Bee Gees

(count 16 beats) Well you can tell by the way I choose my food I’m a worried guy in a cautious mood There are pesticides, Mad Cow Disease Sure don’t put my mind at ease Don’t want hepatitis or gastroenteritis I’m just staying alive, staying alive Scrubbin’ off my veggies and heatin’ all my

burgers up to 185, 185 Ah ah ah ah staying alive, ah ah ah ah staying alive…

I WANNA HOLD YOUR HAND Sung to the tune of “I Wanna Hold Your Hand” by the Beatles

Oh yeah I’ll tell you something I think you’ll understand For the sake of sanitation You better wash your hands You better wash your hands You better wash your hands

I WILL SURVIVE Sung to the tune of “I Will Survive” by Gloria Gaynor

I’d listen to the news, I’d be petrified Another foodborne illness outbreak

I’d be torn up inside But then I spent so many nights Worried ‘bout what I just ate, Could I be next? Did I have poisons on my plate? But now I’m back from cyberspace Determined I won’t be another foodborne

illness case I’ve learned some simple steps To keep my food all safe for me And if you do the same, you’ll raise your

life expectancy I’ve got a sign on my fridge door Saying go away bacteria—you’re not welcome

anymore Listeria don’t scare me, nor does Nasty E-Coli Hey Salmonella—did you think I’d lay down

and die? Oh no not I—I will survive As long as I am careful with my food I’ll stay alive I’ve got all my safety plans, I disinfect and

wash my hands And I’ll survive, I will survive, Hey hey...

(Continued on other side)

05/10 00/00

BEAT IT Sung to the tune of “Beat It” by Michael Jackson

(4 lines) Why must you be such a sickly young man Existing on granola and on powdered bran I’ll give you some advice cause you need a better plan Just eat it, just eat it Don’t want to argue, I don’t want to debate I just don’t think your food fears really carry weight What bothers me more is what’s left on your plate

—so eat it Don’t tell me your scared Just eat it, just eat it… (verse)…DANCE Just eat it, eat it, just eat it Just eat it, eat it, just eat it

I’M A BELIEVER Sung to the tune of “I’m a Believer” by The Monkees

When I was young I stayed away from vegetables They were meant for someone, but not for me Veggies couldn’t taste good, that’s the way it seemed Whether they were stir fried, raw or steamed But then I had a taste, now I’m a believer Didn’t leave a trace of greens on my plate I was wrong—ooh, I’m a believer A veggie eater from now on

ICE ICE BABY Sung to the tune of “Ice, Ice Baby” by Vanilla Ice

Alright stop It’s time to eat, so listen Rice is back here to help your digestion Ask Mom, she can cook it up nicely Extra bread, no instead use brown rice B Jam packed with some good carbohydrates Energy? Rice will set you straight (pause...1 line)

You’ve got a starch problem Yo, I’ll solve it Check out some rice rice baby Eat some brown rice rice baby Rice rice baby Eat some brown rice baby… ...WORD TO YOUR MOTHER…

YMCA Sung to the tune of “YMCA” by The Village People

Young man, get your butt off that chair I said young man, go and get some fresh air I said young man, just put down that fried dough Get up, get out, this you should know Young girl, you just stop sitting there With that blank and boring long stare I said young girl, go and get your suit on You’re about to have some great fun It’s fun to swim at the YMCA It’s fun to swim at the YMCA

JUMP AROUND Sung to the tune of “Jump Around” by House of Pain

Jump around Jump around Jump around Jump around Jump around

WHIP IT Sung to the tune of “Whip It” by Devo

(1 line) If you see a candy bar, you must skip it If you have some H2O, you must sip it If the cream is in the jar, you must whip it If you see a tether ball, you must tip it Now whip it… into shape Shape it up… get straight… go for it Move ahead…try to detect it It’s not too late … to whip it Whip it good

School Nutrition Newsletter “Snippets”

05/10 00/00

We’ve collected some “snippets” from our School Nutrition Directors’ Newsletters for you to use. You can incorporate these messages into your wellness campaign in a number of ways. Use the articles on your school website, in newsletters or in other materials provided to students, staff, or parents. We ask that you retain the www.letsgo.org link in all articles. If you are able to include our logo, we can provide that to you. Email us at [email protected].

Enlightening Facts About Your School Nutrition Program If you encourage your child to select our school lunch, you can rest assured that they are getting 1/3 of their dose of protein, vitamin A, vitamin C, iron, and calcium! No more than 30% of the calories will come from fat and no more than 10% will come from saturated fat – our guarantee! While we serve the healthiest meals we can, one of the largest barriers to healthier meals is the rising costs of food. The cost of serving nutritious school lunches continues to increase beyond our revenue. In 2008-2009, we paid 14% more for milk, 13% more for fruits and vegetables, and 15% more for bread than in 2007-2008.1 School Nutrition Programs in our area are losing an average of $1.51 on every lunch served.2 School lunch programs receive federal subsidies, but it rarely covers the full cost of producing a meal. Labor and other costs like supplies, equipment, and overhead account for 63% of average meal costs! Whoa!

1School Nutrition Association Cost Survey of Members, September 2008 2Let’s Go! Greater Portland School Nutrition Evaluation Baseline Data, (n= 8 districts), October, 2009

What Can You Expect From Your School Nutrition Program?

During the 2009-2010 school year, Let’s Go! is encouraging school districts to meet the following goals: Offer non-fat and low-fat milk options only. If french fries are available, offer them no more than once a week – even if


they are baked. Serve regular desserts with the school lunch no more than once a week. Limit types of a la carte packaged foods in middle and high schools. If potato chips are available, replace fried chips with baked chips. Our district already meets many of these goals and is well on our way to meeting the rest!

Real Juice?: Read Labels and Find Out

Did you know that juice products labeled “-ade”, “drink”, or “punch” often contain 5% juice or less?

The only difference between these “juices” and soda is that they’re fortified with Vitamin C.

Always try to choose whole fruits over juice. If you choose to serve juice, buy 100% juice.

Each day, juice should be limited to: 4-6 ounces for children 1-6 years 8-12 ounces for children 7-18 years Children 6 months and under should not be given juice Our School Nutrition Department never sells soda and 100% juice is available for purchase.

Myth Busters: Understanding the National School Lunch Program

School lunch has a bad rap. The fact is that the National School Lunch Program, a federally assisted meal program, offers nutritiously balanced, low-cost or free lunches to more than 28 million children each school day. Myth: Everything a student buys in the school cafeteria is a “school lunch.” Fact: There are two types of foods offered in the cafeteria. Foods served through the federally subsidized National School Lunch Program -the “meal on a tray” – and all other foods. If students buy other packaged items a la carte, those items are



(continued from page 2) called “competitive foods” and are not part of the National School Lunch program Competitive foods do not have to meet the same nutritional requirements as the National School Lunch program. Myth: Schools serve junk food for school lunch. Fact: National School Lunch Program meals are required to provide 1/3 of the recommended daily allowance of protein, Vitamin A, Vitamin C, iron, calcium and calories. No more than 30% of calories are to come from fat and less than 10% from saturated fat. Myth: Everyone hates school lunches. Fact: Let’s Go! supports the National School Lunch Program meal. Kids who eat the National School Lunch Program meal eat more essential nutrients at lunch than those who do not participate. They also are less likely to drink sugary drinks like soda and sports drinks at school. Let’s Go! is actively working with our School Nutrition Program to make even more healthy options available. Myth: The Federal Government pays for the entire cost of school lunches. Fact: The Federal Government pays the School Nutrition Program $2.68 for free meals, $2.28 for reduced pay meals and 25 cents for fully paid meals. It may seem that $2.68 would be enough to cover a meal, but School Nutrition Programs also have to purchase and repair our own equipment, buy non-food supplies like plates, silverware, napkins and straws, and pay the salaries and benefits of our staff. The $2.68 per meal that we may receive rarely covers all these costs. References:

Briefel, R.R., Wilson, A., & Gleason, P.M. (2009). Consumption of Low-Nutrient Energy-Dense Foods and Beverages at School, Home, and Other Locations among School Lunch Participants and Nonparticipants. Supplement to the Journal of the American Dietetic Association, 109(2), S79 – S90.

Gordon, A R, Fox, M. K., (2007). School Nutrition Dietary Assessment Study-III Summary of Findings. Office of Research, Nutrition, and Analysis. Food and Nutrition Services, USDA.


Continued from page 3)

Baked vs. Fried Potato Chips: What’s the Diff?!? Baked potato chips have 80% less fat than fried! Many schools are attempting to switch to baked potato chips, however it’s not as easy as you may think. All foods served at school need to meet the “5% rule”. This Maine State Regulation says that foods sold at school must supply at least 5% of one of 8 nutrients. Interestingly, regular fried potato chips meet this rule, but many baked chips do not!

06/10 07/11

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�� 1 Food and Nutrition Service, U.S. Department of Agriculture; Centers for Disease Control and Prevention, U.S. Department of Health and Human Services; and U.S. Department of Education. Making it Happen! School Nutrition Success Stories. Alexandria, VA: USDA, January 2005. FNS-374 2 Center for Weight and Health, University of California, Berkeley. Dollars and Sense: the Financial Impact of Selling Healthier School Foods. Berkeley, CA: University of California, 2007. 3 Center for Science in the Public Interest. Raw Deal: School Beverage Contracts Less Lucrative Than They Seem. Washington, D.C.: CSPI, 2006. 4 National Center for Education Statistics, U.S. Department of Education (DoEd). Current Expenditures for Public Elementary and Secondary Education: School Year 2003-2004. Washington, D.C.: DoEd, 2006. 5 Johnston L, Delva J, and O’Malley P. “Soft Drink Availability, Contracts, and Revenues in American Secondary Schools.” American Journal of Preventive Medicine 2007, vol. 33, pp. S209-S225. 6 Carey Dabney, personal communication, December 2, 2005. 7 Texas Department of Agriculture. School District Vending Contract Survey. Accessed on March 5, 2004 at <www.agr.state.tx.us/foodnutrition/survey/>. 8 U.S. Department of Agriculture, Office of Research, Nutrition, and Analysis. School Lunch and Breakfast Cost Study – II, Executive Summary. Alexandria, VA: USDA, 2008. 9 The Endocrine Society and the Hormone Foundation. Economic Impact of Obesity. Chevy Chase, MD: The Endocrine Society and the Hormone Foundation. Accessed at <http://www.obesityinamerica.org/economicimpact.html> on October 8, 2008.

05-071 DEPARTMENT OF EDUCATION

Chapter 51: CHILD NUTRITION PROGRAMS IN PUBLIC SCHOOLS AND INSTITUTIONS

SUMMARY: This chapter contains state regulations which supplement federal regulations pertaining to the National School Lunch Program (which includes the After School Snack), the School Breakfast Program and the School Milk Program.

1. Definitions

A. “Foods of minimal nutritional value” as defined in 7 CFR 210.11, means: (a) In the case of artificially sweetened foods, a food which provides less than 5 percent of the Reference Daily Intake (RDI) for each of the eight specified nutrients per serving; (b) in the case of all other foods, a food which provides less than 5 percent of the RDI for each of eightspecified nutrients per 100 calories and less than 5 percent of the RDI* for each of eight specified nutrients per serving. The eight nutrients to be assessed for this purpose are: protein, vitamin A, vitamin C, niacin, riboflavin, thiamin, calcium, and iron. This definition is applicable to the foods that are part of the total food service program of the school, and foods and beverages sold at food sales, school stores, and in vending machines.

B. “Total Food Service Program” means:

(i) the “Milk Program”, which in turn means the federal program under which fluid types of milk as defined in 7 CFR 215 are offered; or

(ii) the “Breakfast Program”, which in turn means the federal program under which a breakfast that meets the nutritional requirements set forth in 7 CFR 220 is offered; or

(iii) the “National School Lunch Program” (which includes the After School Snack), which in turn means the federal program under which the school operates a nonprofit lunch program that meets the requirements set forth in 7 CFR 210, and includes food provided in after school programs as defined in 7 CFR 210.2, and that meets the requirements of 7 CFR 210.10; or

(iv) any combination of the above.

2. Restriction on Sale of Foods in Competition with the Total Food Service Program

Beginning July 1, 2005, any food or beverage sold at any time on school property of a school participating in the National School Lunch or School Breakfast Programs shall be a planned part of the total food service program of the school and shall include only those items which contribute both to the nutritional needs of children and the development of desirable food habits, and shall not include foods of minimal nutritional value as defined in Section 1 above, except that the local school board or the Career and Technical Education Region/Center cooperative board, established in accordance with 20-A MRSA Section 8301-A(6), may permit, by policy, the sale

05-071 Chapter 51 page 2

of food and beverages outside the total food service program:

A. to school staff;

B. to the public at community events sponsored by the school or held on school property;

C. to the public at community events held on school property in accordance with the school board’s facilities use policy;

D. in State-approved, instructional Career and Technical Education (CTE) Culinary Arts Programs; and

E. by a school, approved student organization or program if consistent with the requirement that such sales not include foods of minimal nutritional value as defined in 7 CFR, Section 210.11(a)(2).

Funds from all food and beverage sales made at any time on school property shall accrue to the benefit of the school's non-profit school food service program, except that the local school board or the Career and Technical Education Region/Center cooperative board, established in accordance with 20-A MRSA Section 8301-A(6), may establish, by policy, a process whereby a school, approved student organization, or sponsor of an event held in accordance with 2C above is allowed to benefit from the sale of food and beverages. This includes foods and beverages sold at food sales, community events, school stores, and in vending machines.

3. Maximum Price for School Meals

The maximum charge to children shall be set annually by the Department in consultation with the Superintendents of Schools School Nutrition Programs Advisory Committee.

4. Accounts and Records

Sponsors shall file claims on a monthly basis with the Division of School Nutrition Programs on a form provided by the Division. Claims shall be filed by the 8th day of the month following month covered by the claim. Sponsors shall maintain accurate records of income and expenditures, inventories, daily service counts, and other pertinent records to provide data required on the claims for reimbursement.

05-071 Chapter 51 page 3

STATUTORY AUTHORITY: 20-A MRSA, Section 6602

EFFECTIVE DATE: October 30, 1978

READOPTED: August 31, 1979

AMENDED: February 16, 1989 - Section 2 April 29, 1991

EFFECTIVE DATE (ELECTRONIC CONVERSION): May 19, 1996

AMENDED: July 17, 2005 – filing 2005-280 January 29, 2006 – filing 2006-37

NON-SUBSTANTIVE CORRECTIONS: February 13, 2006 February 1, 2007

Maine’s Law Banning Food Ads in Schools

Understanding the Law

In many schools, foods and beverages are advertised everywhere – in hallways and cafeterias, in classrooms and athletic facilities, on paper products and scoreboards, and in teaching materials and school publications. Study after study has shown that food and beverage advertising influences children’s food preferences and purchases – and their diets and health.1

In 2007, the Maine legislature passed the first state law prohibiting brand-specific advertising of certain unhealthy foods and beverages in schools. To help Maine schools comply with the law, the National Policy and Legal Analysis Network to Prevent Childhood Obesity (NPLAN) has developed this fact sheet.

Background

Since 1985, federal law has prohibited the sale of “Foods of Minimal Nutrition Value” (FMNV) to students during school meal times.2 Federal law also permits states to impose more rigorous regulations.

In 2005, the Maine legislature enacted a law directing the Maine Department of Education (DOE) to adopt rules to establish standards for foods and beverages sold on school property outside of school meal programs.3 (The law stated that the rules would not apply to community events and fundraisers held outside the normal school day.4) Later that year the DOE adopted rules that, with some limited exceptions, prohibited the sale of FMNV at any time on school property.5

In 2007, the Maine legislature amended the law, prohibiting brand-specific advertising on school grounds for foods that are not allowed to be sold to students (i.e., FMNV).6 In 2011, the Maine legislature further amended the law to specify that the DOE’s nutrition standards do not apply to foods prepared in culinary arts programs provided by career and technical schools and programs.7

What are “Foods of Minimum Nutritional Value” (FMNV)?

Based on federal law, FMNV include:

•Soda

•Water ices

•Chewing gum

•Candies (including hard candies, jellies and gums, marshmallow candies, fondant, licorice, spun candy, and candy-coated popcorn)8

•Any food containing less than 5 percent of the Reference Daily Intake (RDI) for each of eight specified nutrients per 100 calories and less than 5 percent of the RDI for each of eight specified nutrients per serving. The eight nutrients are: protein, vitamin A, vitamin C, niacin, riboflavin, thiamin, calcium, and iron.

• Any artificially sweetened food, a food that provides less than 5 percent of the RDI for each of the eight specified nutrients per serving.9

nplan.org I phlpnet.org February 2012

2phlpnet.org I nplan.org Maine’s Law Banning Food Ads in Schools: Understanding the Law

To comply with the law, schools need to eliminate all brand-specific advertising of FMNV. To do that, NPLAN encourages schools — with assistance from students, teachers, parents, staff, or community volunteers — to thoroughly survey school facilities and grounds for brand-specific advertising of FMNV. In the event such surveys locate advertising that should not be displayed, administrators should remove the advertising. In addition, administrators should review their contracts with vendors to ensure that the contracts are consistent with state law and that vendors are in full compliance. If a contract contains a provision that violates state law, that provision is unenforceable. Administrators should work with legal counsel to amend the contract. Finally, a school may have obtained, before 2007 (when the law was enacted), a scoreboard or similar large piece of equipment that advertises a brand-specific FMNV. If the school lacks the funds to replace the equipment, the school may simply cover up the existing advertising.

NPLAN will be providing more resources to help schools comply with the advertising ban. NPLAN has a wealth of resources to help schools create a healthy nutrition environment. Visit www.nplan.org for more information.

Restrictions on Food Sales and Advertising in Schools

Food Sales Restrictions Exceptions to Food Sales Restrictions10

Advertising Ban Exceptions to Advertising Ban

FMNV may not be sold to students:

•At any time (including before and after school)

•Anywhere on campus (including school cafeterias, stores, and vending machines)

The restrictions do not apply to:

•State-approved, instructional Career and Technical Education (CTE) Culinary Arts Programs

•Sales to the public at community events or fundraisers held outside the normal school day

And, if the local school board passes a policy, the restrictions do not apply:

•To school staff (e.g., staff may have soda vending machines in faculty lounges)

Advertising of specific brands of FMNV is prohibited:

•At any time (including before and after school)

•Anywhere in school buildings or on school grounds, including in:

º School cafeterias –including on posters, menu boards, paper products

º Faculty lounges, including on vending machines

º In school stores

º In gymnasiums, locker rooms, stadiums, and other athletic facilities – including on scoreboards, athletic equipment, sports bags

Advertising of specific brands of FMNV is permitted:

• In/on broadcast media

• In print media such as newspapers and magazines

•On product packaging

•On clothing with brand images worn on school grounds

Advertising is permitted for specific brands of foods and beverages that are not FMNV.

1 McGinnis JM, Gootman J, and Kraak VI. Food marketing to children and youth: threat or opportunity? Washington (DC): National Academies Press; 2006.

2 In 2010, Congress passed the Healthy, Hunger-Free Kids Act, which reauthorized and amended federal childhood nutrition programs, including the national school lunch and breakfast programs. Public Law 111–296 (2010). The law requires the U.S. Department of Agriculture to enact rules regarding the sales at schools of competitive foods (foods sold outside the meal programs). 42 U.S.C. 1179(b)(1)(A). The USDA originally planned to issue the proposed rule in December 2011, although it has not yet done so. USDA. Implementation Plan: Healthy, Hunger-Free Kids Act of 2010. Available at: www.fns.usda.gov/wic/lawsandregulations/HHFKA-ImplementationPlan.pdf.

3 Title 20-A Maine Rev. Stat. Ann § 6662, 2005 Me. Legis. Serv. Ch. 435 (S.P. 263) (L.D. 796)(West).

4 Id.5 Maine Admin. Code Ch. 51 § 2 appears to prohibit more than just the sales of FMNV.

Section 2 states, in pertinent part: Beginning July 1, 2005, any food or beverage sold at any time on school property of a school participating in the National School Lunch or School Breakfast Programs shall be a planned part of the total food service program of the school and shall include only those items which contribute both to the nutritional needs of children and the development of desirable food habits, and shall not include foods of minimal nutritional value as defined in Section 1 above . . .. (Emphasis added.)

The highlighted phrases seem to impose a higher standard than simply prohibiting the sales of FMNV, by requiring the foods to contribute to the nutritional needs of children and the development of desirable food habits. It appears, however, that the DOE interprets section 2 as merely prohibiting the sales of FMNV. The Department of Education issued “Frequently Asked Questions and Answers,” with Chapter 51 to “clarify the requirements put forth in the rule.” Available at: www.maine.gov/education/sfs/chapter51.html. The Department’s answers in that document indicate that it interprets Chapter 51 to prohibit only the sales of FMNV. See, e.g., Answers no. 2, 5.

6 Title 20-A Maine Rev. Stat. Ann § 6662; 2007 Me. Legis. Serv. Ch. 156 (S.P. 67) (L.D. 184) (West).

7 Title 20-A Maine Rev. Stat. Ann § 6662; 2011 Me. Legis. Serv. Ch. 224 (H.P. 398) (L.D. 505) (West).

8 The Maine DOE interprets chapter 51 as prohibiting the sale of all candies. E-mail communication from Maine DOE representative on February 3, 2012, on file with Public Health Law and Policy.

9 Under federal law, the USDA has itemized foods of minimal nutritional value to include only soda, water ices, chewing gum, and the types of candies listed above. 21 C.F.R. Pt. 210, Appendix D. Those who wish to have a food reclassified so that it does not fall within FMNV (or alternatively does fall within FMNV) can petition the USDA to have the food reclassified. The petitioner must disclose the amount of the eight nutrients per serving, after which the USDA makes a determination. The USDA publishes a list of exempted foods. Id.

10 The DOE rules are somewhat inconsistent with section 6662. The statute prohibits application of the FMNV restriction to sales of food to the public at community events or fundraisers outside of the normal school day and to culinary arts programs, while DOE Rule 51, section 2 allows these exceptions, only if the school board passes a policy permitting such exception. The inconsistencies exist, partly, because the statute was amended after 2005, but the DOE did not amend the rules to reflect the changes to the statute. “An agency interpretation of a statute is invalid if it is contrary to the plain meaning of the statute.” Whitney v. Wal-Mart Stores, 895 A.2d 309, (Maine 2006). As a practical matter, however, the inconsistency of the rule will not matter, provided that the school complies with the statute – by not applying the prohibition on sales to community events outside of the school day or to culinary arts programs – whether by direction of the statute or school board policy.

phlpnet.org

The National Policy & Legal Analysis Network to Prevent Childhood Obesity (NPLAN) is a project of Public Health Law & Policy (PHLP). PHLP is a nonprofit organization that provides legal information on matters relating to public health. The legal information in this document does not constitute legal advice or legal representation. For legal advice, readers should consult a lawyer in their state.

Support for this document was provided by a grant from the Robert Wood Johnson Foundation.

© 2012 Public Health Law & Policy

http://www.nplan.org

http://www.fns.usda.gov/wic/lawsandregulations/HHFKA-ImplementationPlan.pdf

http://www.fns.usda.gov/wic/lawsandregulations/HHFKA-ImplementationPlan.pdf

http://www.maine.gov/education/sfs/chapter51.html

www.phlpnet.org

Tab 7: Implement a staff wellness program that includes healthy eating and active living.

Healthy Employees are Happy and Productive

Healthy Maine Works


Move and Improve Flyer (Worksite)

In This Section T

AB

7 Im

plem

ent a S

taff W

ellness P

rogram

Healthy Employees are Happy and Productive!

Healthy eating and physical activity in the workplace can improve overall staff wellness. A healthy staff means increased productivity, decreased employee absenteeism, and reduced health care costs. In addition, adults can be great positive role models for children, encouraging them to adopt healthy eating habits and an active lifestyle while reinforcing healthy messages.

Let’s Go! encourages workplaces to adopt the following framework to help adults incorporate healthy eating and physical activity into the work day. Visit the Let’s Go! Healthy Workplaces Toolkit online at www.letsgo.org for simple ideas on how to apply the framework to your workplace.

The Let’s Go! Healthy Workplaces Framework:

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Healthy Maine Works (HMW) is an assessment and planning tool Maine employers are using to develop and enhance their worksite wellness programs. This on-line, easy to use software tool is available FREE of charge to employers of all sizes across the state of Maine. Healthy Maine Works tools include... Employee Health Needs and Interest Surveys An Organizational Assessment to identify health-related

priorities A Customizable Wellness Work Plan A wide selection of Wellness Resources any sized

employer can utilize. For employers just getting started, the simple, guided, and no-cost process for developing a worksite wellness plan is a great first step. For worksites with existing programs, the tried and tested wellness activities combined with the expertise and resources provided by Healthy Maine Partnership staff will give any wellness program a boost. If you would like to get started using Healthy Maine Works or have questions about its use, contact Phil DiRusso, Worksite Health Specialist at DHHS / Maine CDC MCVHP at 207-622-7566 x. 262 or [email protected].

mailto:[email protected]


These worksite wellness resources from Eat Smart, Move More North

Carolina are designed to provide your worksite with expertise and

resources to help implement low-cost, and effective wellness initiatives.

Use these resources to help promote healthy eating and active living for

your staff.

06/12 R00/00

The Move More North Carolina: A Guide to Mak-ing Physical Activity a Part of Meetings, Confer-ences and Events provides tips and resources for in-

cluding physical activity in meetings, conferences and other events. The guide can be downloaded at:

www.eatsmartmovemorenc.com/PAbreak/PAbreak.html

The Saving Dollars and Making Sense Commit-tee Guide is a tool to help you establish and maintain

a worksite wellness committee that will encourage your organization’s employees to eat healthy, increase physi-cal activity, and more.

The guide can be downloaded at: www.eatsmartmovemorenc.com/CommitteeGuide/Texts/WorksiteComm.pdf

Resources adapted from Eat Smart, Move More NC: www.eatsmartmovemorenc.com/Worksites/Worksites.html

www.moveandimprove.org

What if someone told you that by moving more in your day, you could promote, maintain or improve your health! Seems basic enough, but consider this, people who engage in minimal physical activity are consistently linked with increased risk of premature chronic health conditions and mortality. That is one of the reasons why the American College of Sports Medicine and the American Heart Association recommends that adults engage in at least 30-minutes of moderate physical activity on five (if not all) days of the week and children engage in 60-minutes of moderate physical activity every day. The EMHS Move and Improve program is designed to help people challenge themselves to meet these standards. Through the use of structured goals, Move and Improve gives you the opportunity to identify the goal that best fits your needs as well as tips and helpful information to keep you motivated along the way!

Program Cost.............................FreeProgram Length........................12-weeks (Starting early March through May each year)Program Registration..............January – March of each yearProgram Goals...........................Engage in physical activity at a moderate level of intensity for a minimum of eight of the 12 weeks selecting one of the goals listed below:

• 30 minutes per day for 4 days per week • 30 minutes per day for 5 days per week • 45 minutes per day for 5 days per week• 60 minutes per day for 5 days per week• 60 minutes per day for 7 days per week

Program Location....................Offered on-line at: www.moveandimprove.org

Are you interested in learning more about the program? Visit www.moveandimprove.org and mark your calendar for the upcoming program to join the thousands of Mainers who participate in this initiative to improve their health!

For more information: Contact Nicole Hammar 207-973-7245 or [email protected]

Tab 8: Coordinated School Health Programs


Using 5210 Strategies to Strengthen a Coordinated Approach to Health in Schools—Sample

Using 5210 Strategies to Strengthen a Coordinated Approach to Health in Schools—Worksheet

In This Section T

AB

8 C

oo

rdin

ated S

cho

ol

Health

Pro

grams

Summary Description and Links to 5210 Goes to School

What is a coordinated school health program (CSHP)?

A coordinated school health program uses a systemic approach to improving youth health and

learning. This approach uses education, policy, and environmental strategies throughout the school

system to achieve behavior outcomes such as increased physical activity, healthier food choices,

and healthy weight.

CSHP incorporates eight components. When strategies are implemented and leaders are involved

from multiple components, the likelihood of effectiveness of an initiative improves. The

components are: Health Promotion & Wellness, Comprehensive School Health Education, Physical

Education and Physical Activity, Nutrition Services, School Climate, School Counseling, Physical

and Behavioral Health Services, Physical Environment, Youth, Family, and Community Involvement.

How does 5210 fit with CSHP to improve physical activity and nutrition?

The 5210 Goes to School Toolkit provides a diverse collection of activities and resources that can

help to increase physical activity and healthy food choices among staff, students, and/or their

families. The impact of these activities and resources is increased as they become part of a

comprehensive and coordinated approach in classrooms and schools throughout the school system

and as they engage family and community members to reinforce messages being communicated

within the school system.

Diagram #1 “Using 5210 Strategies to Strengthen a Coordinated Approach to Health in Schools”

gives examples of activities that increase physical activity and healthy food choices across the 8 components of CSHP.

Diagram #2 is a worksheet that can be used to identify activities and partners for a coordinated

approach to addressing a specific health outcome.

08/08 R06/12


For more information on coordinated

school health programs and please contact

Sheila Nelson at 287-3856 or

[email protected]. For more infor-

mation on physical activity and nutrition

strategies contact Joe Boucher at 624.6698

or [email protected].

• Provide non-food rewards. • Provide opportunities for children to get

physical activity every day. • Limit recreational screen time.• Implement or strengthen a wellness policy that

supports 5-2-1-0 strategies.• Role model 5-2-1-0 message.• Posters reinforce 5-2-1-0 messages in classrooms,

halls, and locations where food is sold.• Include community members in wellness promotion .

SCHOOL CLIMATE

• Provide opportunities for children to get physical activity every day.

• Provide non-food rewards. Use PA as a reward.• Integrate 5-2-1-0 messages into school physical

education classes.• Encourage staff and families to be physically active

role models.

PHYSICAL EDUCATION (PE)& PHYSICAL ACTIVITY (PA)

• Provide healthy choices for snacks and celebrations; limit unhealthy choices.

• Engage community partners to help support healthy eating and active living at

• your site.• Partner with and educate families in adopting

and maintaining a lifestyle that supports healthy eating and active living.

• Families are aware and supportive of 5-2-1-0 in their child’s school.

• Community and/or schools provide safe walking routes to schools (Safe Routes to School or Walking School Buses).

YOUTH, FAMILY & COMMUNITY INVOLVEMENT

• School nurse, guidance counselor, occupation therapist, physical education teacher, etc., participate in the 5-2-1-0 Goes to School team.

SCHOOL COUNSELING, PHYSICAL &BEHAVIORAL HEALTH SERVICES

• Comprehensive health education incorporates physical activity and nutrition and includes 5-2-1-0 messages.

• 5-2-1-0 is also integrated into subjects such as physical education, science, and health.

• Students are involved in projects or service learning that promotes 5-2-1-0 messages.

COMPREHENSIVE SCHOOLHEALTH EDUCATION

• School environment provides access to trails, fitness room and/or other PA opportunities before, during, and after school.

• Point-of-Decision prompts encourage use of stairs and choosing healthy foods.

• 5-2-1-0 posters are displayed in gym, classroom, and locations where food is sold.

PHYSICAL ENVIRONMENT

• Participate in local, state, and national initiatives that support healthy eating and active living.

• Develop a 5-2-1-0 friendly staff wellness program.

• PA and nutrition programs that include 5-2-1-0 are provided for staff and students.

• Role Model 5-2-1-0 behaviors.• Participate in 5-2-1-0 staff presentations.• Participate in pre/post evaluations.

HEALTH PROMOTION & WELLNESS

• Collaborate with Food Nutrition Programs to offer healthy food and beverage options.

• Provide healthy choices for snacks and celebrations; limit unhealthy choices.

• Provide water and low fat milk; limit or eliminate sugary beverages.

• Collaborate with School Nutrition Program.• The lunchroom environment and schedule

promote relaxed eating and encourage the sampling of new healthy foods.

NUTRITION SERVICES

Promoting Health

Using 5-2-1-0 Strategies to Strengthen a Coordinated Approach to Health in Schools

Bolded Bullets are 5-2-1-0 Goes to School strategies. Regular text bullets indicate other strategies that can be employed thought the 5-2-1-0 Goes to School program.Bolded Bullets are 5-2-1-0 Goes to School strategies. Regular text bullets indicate

other strategies that can be employed thought the 5-2-1-0 Goes to School program.08/08 R06/13

SCHOOL CLIMATE

PHYSICAL EDUCATION (PE)& PHYSICAL ACTIVITY (PA)

YOUTH, FAMILY & COMMUNITY INVOLVEMENT

SCHOOL COUNSELING, PHYSICAL &BEHAVIORAL HEALTH SERVICES

COMPREHENSIVE SCHOOLHEALTH EDUCATION

PHYSICAL ENVIRONMENT

HEALTH PROMOTION & WELLNESSNUTRITION SERVICES

School System Outcome

Using 5-2-1-0 Strategies to Strengthen a Coordinated Approach to Health in Schools

Tab 9: Body Mass Index (BMI)


Measuring BMI


In This Section T

AB

9 B

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dex (B

MI)


155-719-08 / 08-08

As a part of the 5210 Goes to School program, you are not required to collect BMI data on your students. However, if your school already collects BMI data, or is interested in collecting it, the following pages contain the current protocol to ensure the data is consistently and accurately collected. Tip for success: Whether you collect BMI data or not it is important to remember that 5210 Goes to School is designed to promote healthy behaviors among all students.

08/08 R07/11

Measuring BMI

8/08 R07/11

Things to think about BEFORE a school starts measuring BMI.1. The focus is on healthy behaviors. It’s important to remember the focus should be on healthybehaviors and NOT on the weight. Healthy behaviors include 5210, plus setting structured mealtimes, eating less fast food, and getting enough sleep.

2. The language we use is very important when working with students and families onhealthy behaviors. Focus on positive, healthy behaviors, not on the weight.

• A BMI of 5-84% is medically termed “healthy weight”. It is still important to talk about healthybehaviors with this group.

• A BMI of 85-94% is medically termed “overweight”.– Instead of using the term “overweight”, try reviewing the BMI growth chart with the child/

parent. Use wording such as “Your child might be carrying a little extra weight. It might notmean he/she has extra fat.”

– Quickly steer the conversation to the 5210 behaviors.– Ask the child/parent if there is one behavior they would like to work on.– If they are not interested in making a change now, stay positive and encourage them to pick a

behavior to start thinking about.

• A BMI of 95-98% is medically termed “obese”.– Instead of using the term “obese”, try “Your child has put on more weight than they have

grown tall,” or “Your child is carrying around extra weight and this can put them at risk forhealth conditions such as heart disease and diabetes.”

– Once again, quickly move the discussion to healthy behaviors.

• A BMI of 99% or greater has no specific medical term.– Try using some of the wording reviewed above.– Additional discussion of the health risks such as heart disease, diabetes, and liver problems is

warranted.– Once again, focus the visit on making healthy behavior choices.

3. Potential limitations on the use of the BMI. BMI does not directly measure fat, it measuresweight. That said, there have been numerous studies determining BMI to be a good screening toolto identify children who have an increased percentage of body fat and are at risk for medical conditions, such as heart disease and diabetes.


08/08 R05/10

Measuring WeightChildren should be weighed using a platform scale.This may be a beam balance scale or a digital (elec-tronic load cell or strain gauge) scale. Check yourequipment regularly to make sure you are gettingaccurate measurements. Scales should be calibratedon a routine basis. Calibration involves puttingknown weight on the scale to check accuracy. Besure the scale is placed on a flat, uncarpeted floor.

Procedure:

1. Ask the child to remove shoes and bulky clothing.

2. Place the scale in the “zero” position before thechild steps on the scale.

3. Ask the child to stand still with both feet in thecenter of the platform.

4. Record the measurement to the nearest decimal fraction.

5. Have the child step off the scale.

Measuring HeightA standing height board or stadiometer is required.This device has a vertical ruler with a sliding hori-zontal rod that adjusts to rest on the head. It alsohas a permanent surface to stand on or the entiredevice is mounted on the wall of a room with alevel floor.

Procedure:

1. Before you begin, ask the child to remove shoes,hats, and bulky clothing, such as coats andsweaters. Ask the child to remove or undo hairstyles and hair accessories that interfere with tak-ing a measurement. In rare cases, a child may beunwilling to undo an intricate or costly hairstyle.In these situations, care should be taken to locatethe actual crown of the head.

2. Direct the child to stand erect with shoulderslevel, hands at sides, thighs together, and weight

evenly distributedon both feet. Thechild’s feet shouldbe flat on the flooror foot piece, withheels comfortablytogether and touch-ing the base of thevertical board.There are four con-tact points betweenthe body and thestadiometer: head,upper back, but-tocks, and heels.

3. Ask the child to adjust the angle of his/her headby moving the chin up or down in order to alignhead into the Frankfort Plane. The FrankfortPlane is an imaginary line from the lower marginof the eye socket to the notch above the tragusof the ear (the fleshy cartilage partly extendingover the opening of the ear). This is best viewedand aligned when the viewer is directly to theside of and at the eye level of the child. Whenaligned correctly, the Frankfort Plane is parallel to the horizontal headpiece and perpendicular to the vertical back piece of the stadiometer.NOTE: When the chin is correctly positioned,the back of the head may not make contact withthe board. In fact, in a very few individuals, onlytwo points will make contact with the verticalback piece.

4. Ask the child to breathe in and maintain his/herposition. Lower the headpiece until it firmlytouches the crown of the head and is at a rightangle with the measurement surface. Check contact points to ensure that the lower bodystays in the proper position and the heels remainflat. Some children may stand up on their toes,but verbal reminders are usually sufficient to getthem in proper position.

5. Record height to the nearest 1/8th of an inch.

Tab 10: Resources

Complementary Programming Strategy Grids: Fuel Up to Play 60 Safe Routes to School University of Maine Cooperative Extension plus Contact Info Sheet for

County Extension Offices WinterKids

Other Resources:


Select Resources

Sample Language for Requesting Funds from Local Businesses






School Gardening Resources


Hannaford Community Relations Donation Request Form

Hannaford: Resources for Families





In This Section T

AB

10 R

esou

rces

1

The ideal 5210 school creates supportive environments and policies by implementing the following 10 strategies (in top boxes) .

In addition to using tools from the 5210 Goes to School toolkit, you can use Fuel Up to Play 60 to help you address each strategy!

Ways that

fits in with 5210

Strategies and can help you

reach your goals!

PROVIDE

HEALTHY CHOICES FOR SNACKS AND

CELEBRATIONS; LIMIT

UNHEALTHY CHOICES.

STRATEGIES

Check out the

Healthy Eating

“Plays” at

FuelUptoPlay60.com

such as:

Super “Bowl”

Party!

Work with your

Fuel Up to Play 60

team and select

Healthy Eating

“Plays” from the

Playbook at

FuelUptoPlay60.com

such as:

Milk Mustache

Booth

and

Vending Revamp

Looking for ideas?

Check out these

“Plays” and others

at

FuelUptoPlay60.com

such as:

Activity Zones

and

Learning the Moves

Before school,

during school, after

school…the

possibilities are

endless!

Check out the

Physical Activity

“Plays” like

Lunch Break at

FuelUptoPlay60.com

and have students

decide how they

would like to

incorporate

physical activity

into their day!

Visit

FuelUptoPlay60.com

and check out

some of our great

physical activity

tools that list fun

alternatives to

screen time,

like the

Parent’s Guide to an Active Lifestyle

PROVIDE

WATER AND LOW FAT

MILK; LIMIT OR

ELIMINATE SUGARY

BEVERAGES.

PROVIDE

NON-FOOD

REWARDS.

PROVIDE

OPPORTUNITIES FOR CHILDREN TO GET PHYSICAL ACTIVITY

EVERY DAY.

LIMIT

RECREATIONAL

SCREEN TIME.

Continued on next page... Indicates a Priority Strategy

2

Ways that

fits in with 5210

Strategies and can help you

reach your goals!

STRATEGIES

Fuel Up to Play 60

is an in-school

nutrition & physical

activity program that

encourages students

to consume

nutrient-rich foods &

achieve at least 60

minutes of physical

activity every day.

The goal of the

program is to

empower students

to make healthy,

sustainable changes

at school and in their

own lives.

Invite organizations

to get involved,

perhaps be a

Fuel Up to

Play 60

Co-Advisor!

Find template letters

& resources at

FuelUptoPlay60.com

Work with your local

YMCA to develop a

Family Fitness event.

Invite a local chef to

teach a cooking class

at your school!

The possibilities are

endless.

Encourage parents

to learn more &

get involved by

checking

out the promotion

“Plays” at

FuelUptoPlay60.com

such as:

Pull in the

PTA/PTO

and

Parent Newsletters

Encourage staff to

be positive role

models and join the

competition!

Check out the NFL

Play 60 Model

Teachers Physical

Activity Play at

FuelUptoPlay60.com

Invite your

School Nutrition

Professionals

to be a part of your

team!

They can help with

“Plays” such as:

Menu Makeover and

Point-of-purchase Promo and

Raise the (Food) Bar

PARTICIPATE

IN LOCAL, STATE, OR

NATIONAL INITIATIVES

THAT PROMOTE HEALTHY EATING AND

ACTIVE LIVING.

ENGAGE

COMMUNITY PARTNERS TO HELP SUPPORT AND

PROMOTE HEALTHY

EATING AND ACTIVE

LIVING AT YOUR SITE.

PARTNER WITH AND

EDUCATE FAMILIES IN

ADOPTING AND MAINTAINING A LIFESTYLE

THAT SUPPORTS HEALTHY

EATING AND ACTIVE

LIVING.

IMPLEMENT

A STAFF WELLNESS PROGRAM

THAT INCLUDES HEALTHY EATING AND

ACTIVE LIVING.

COLLABORATE

WITH FOOD AND

NUTRITION PROGRAMS

TO OFFER HEALTHY

FOOD AND BEVERAGE

OPTIONS.

Continued from previous page...

1

The ideal 5210 school creates supportive environments and policies by implementing the following 10 strategies (in top boxes) .

In addition to using tools from the 5210 Goes to School toolkit, you can use Safe Routes to School to help you address each strategy!

Ways that

fits in with

5210

Strategies

and can

help you

reach

your goals!

PROVIDE

HEALTHY CHOICES FOR SNACKS AND

CELEBRATIONS; LIMIT

UNHEALTHY CHOICES.

STRATEGIES

The Maine Safe Routes to

School Program

provides sample Walk and Bike to

School policies for

schools and school districts to encourage

healthy, active transportation

choices. This can assist school in

providing active non-food

celebrations.

While this program does not

currently align with this strategy, water and low fat

milk are excellent dietary

complements to physical activity;

providing hydration and

essential nutrients

the body needs to be physically

active.


School Program

provides participants with

non-food item incentives such as

stickers and bookmarks to use as

rewards for walking

and/or biking to school.

Schools can request these incentives by

registering their walk & bike to

school events at www.mainesafe

routes.org


School Program

provides examples and

assistance to schools on how

to encourage and promote safe

walk and bike to

school programs as a way to

increase students’ daily physical

activity.


School Program

Walk and Bike to School activities

can be held during “Turn Off

the TV Week” as a way to promote

alternatives to

screen time.

PROVIDE

WATER AND LOW FAT

MILK; LIMIT OR

ELIMINATE SUGARY

BEVERAGES.

PROVIDE

NON-FOOD

REWARDS.

PROVIDE

OPPORTUNITIES FOR CHILDREN TO GET PHYSICAL ACTIVITY

EVERY DAY.

LIMIT

RECREATIONAL

SCREEN TIME.


2

STRATEGIES


School Program

encourages all Maine schools to

participate in Maine Bicycle &

Pedestrian Month in May, and

International

Walk to School Day the first

Wednesday in October by

walking and/or biking to school.


School Program

coordinates and collaborates with

other community and state

programs to educate Maine students about

safe bicycling and walking, and to

encourage them to choose active

transportation to and from school.


School Program,

in collaboration

with the Maine Bicycle &

Pedestrian Safety Education program,

seeks to educate parents as well as

children about safe walking and

bicycling behaviors.


School Program

encourages school staff to

participate in walk and bike to

school activities, and to serve as

good role models

for the students.

While this program does not

currently align with this strategy; healthy foods and

beverages are excellent dietary

complements to physical activity;

providing hydration and

essential nutrients

the body needs to be physically

active.

PARTICIPATE

IN LOCAL, STATE, OR

NATIONAL INITIATIVES

THAT PROMOTE HEALTHY EATING AND

ACTIVE LIVING.

ENGAGE

COMMUNITY PARTNERS TO HELP SUPPORT AND

PROMOTE HEALTHY

EATING AND ACTIVE

LIVING AT YOUR SITE.

PARTNER WITH AND

EDUCATE FAMILIES IN

ADOPTING AND MAINTAINING A LIFESTYLE

THAT SUPPORTS HEALTHY

EATING AND ACTIVE

LIVING.

IMPLEMENT

A STAFF WELLNESS PROGRAM

THAT INCLUDES HEALTHY EATING AND

ACTIVE LIVING.

COLLABORATE

WITH FOOD AND

NUTRITION PROGRAMS

TO OFFER HEALTHY

FOOD AND BEVERAGE

OPTIONS.


Ways that

fits in with

5210

Strategies

and can

help you

reach

your goals!

1

The ideal 5210 school creates supportive environments and policies by implementing the following 10 strategies (in top boxes). In addition to using tools from the 5210 Goes to School toolkit,

you can use The University of Maine Cooperative Extention to help you address each strategy!

Ways That

fits in with 5210

Strategies and can help you reach

your goals!

PROVIDE HEALTHY CHOICES FOR SNACKS AND

CELEBRATIONS; LIMIT

UNHEALTHY CHOICES. STRATEGIES

UMaine Extension has

many publications with

excellent recipes to

help incorporate more

fruits, vegetables,

nonfat dairy and whole

grains into school

celebrations.

Eat Well Program

Nutrition Associates

provide nutrition

education where

students learn to

prepare healthy snacks

(for schools, classes

and after school

programs where at

least 50% of youth are

eligible for

free and reduced

lunch).

Students and parents are engaged through

hands-on food preparation and games to convey these messages.

www.extension.org

website includes Rethink Your Drink

resources.

UMaine Extension connects schools

with farmers, includ-ing dairies.

UMaine Extension can provide training

in CATCH Kids Club to

help create a repertoire

of fun non-competitive games to use as

rewards.

Parenting programs and publications.

UMaine Extension’s Eat Well Nutrition

Associates visit classrooms and after school programs in schools where at

least 50% of students are eligible for free and reduced lunch. Physical activity is

often included.

CATCH Kids Club

We Can! programs, including Media Smart

Youth and Student Media Awareness to Reduce Television

(SMART)

Parenting publications including Children,

Television, and Screen Time; Activities to

Celebrate Your Family; Winning Ways to Talk with Young Children; Discipline that Works: The Ages and Stages Approach; Parenting: Growing with Your

Child and The Grow-ing Years series.

Free parenting home visiting program for first time families in

Knox, Lincoln, Sagada-hoc & Waldo Counties

PROVIDE WATER AND LOW FAT

MILK; LIMIT OR ELIMINATE SUGARY

BEVERAGES.

PROVIDE

NON-FOOD

REWARDS.

PROVIDE OPPORTUNITIES FOR CHILDREN TO GET PHYSICAL ACTIVITY

EVERY DAY.

LIMIT RECREATIONAL SCREEN TIME.


2

Ways That

fits in with 5210


your goals!

STRATEGIES

Volunteers & educa-tors assist with school

and community vegetable gardens.

Training & support for

NIH’s We Can! (Ways to Enhance Children’s Activity and Nutrition) pro-

grams:

K-5th grade CATCH Kids Club

Grades 6-8

Media Smart Youth

Grades 3 & 4 SMART (Student

Media Awareness to Reduce Television)

For Parents

We Can! Energize Our Families

UMaine Extension builds capacity in

community organizations and

may act as a liaison between groups.

UMaine Extension’s Eat Well Nutrition Associates conduct

classes and visit homes of families eligible for food stamps (SNAP). Includes how to

select and prepare healthy inexpensive

meals. Training for and

presentation of We Can! Energize

Our Families, a four session child obe-

sity prevention pro-gram for parents.

4-H clubs

Parenting Education

UMaine Extension faculty may be

available in your area to give

presentations on a variety of health and human development

topics to school faculty and staff.

UMaine Extension faculty, staff and

volunteers assist with Farm to School

programs.

School Garden 101

School Garden Network

Great Recipes for

locally grown Produce

Taste-test new

produce

PARTICIPATE IN LOCAL, STATE, OR

NATIONAL INITIATIVES THAT SUPPORT

HEALTHY EATING AND ACTIVE LIVING.

ENGAGE COMMUNITY PARTNERS

TO HELP PROMOTE HEALTHY EATING AND ACTIVE LIVING AT YOUR SITE.

PARTNER WITH AND EDUCATE FAMILIES IN

ADOPTING AND MAINTAINING A LIFESTYLE THAT SUPPORTS HEALTHY

EATING AND ACTIVE LIVING.

IMPLEMENT A STAFF WELLNESS

PROGRAM THAT INCLUDES


COLLABORATE WITH FOOD AND

NUTRITION PROGRAMS TO OFFER HEALTHY

FOOD AND BEVERAGE OPTIONS.


Carrying Out UMaine’s Land-Grant and Sea-Grant MissionCooperative Extension County OfficesExtension’s network of local offices is staffed with educators who provide practical, research-basedinformation to local communities.

Maine Agricultural & Forest Experiment Station Research FacilitiesThe Experiment Station’s facilities and forests support integrated research and Extension activities.

Cooperative Extension 4-H CampsExtension’s 4-H youth development program includes Blueberry Cove Camp, Bryant Pond Camp, andTanglewood Camp.

Marine Extension Team FacilitiesA collaboration between UMaine Extension and Sea Grant, the Marine Extension Team provides coastalcommunities with scientific information and assistance.

Cooperative ExtensionInformation you can use, research you can trust

extension.umaine.edu

n 4-H

n Maine Food System

n Agriculture

n Business & Community

n Food & Health

n Garden & Yard

n Home, Family & Youth

n Insects, Pests & Plant Diseases

n Natural Resources

Androscoggin and Sagadahoc Counties24 Main StreetLisbon Falls, ME 04252-1505800-287-1458 (in Maine) or 207-353-5550E-mail: [email protected]

Aroostook County 34 Armory Road, Suite 101Fort Kent, ME 04743-7131800-287-1421 (in Maine) or 207-834-3905E-mail: [email protected]

PO Box 727, Houlton RoadPresque Isle, ME 04769-0727800-287-1462 (in Maine) or 207-764-3361E-mail: [email protected]

25 School St., Suite 210Houlton, ME 04730800-287-1469 (in Maine) or 207-532-6548E-mail: [email protected]

Cumberland CountyUMaine Regional Learning Center75 Clearwater Drive, Suite 104Falmouth, ME 04105800-287-1471 (in Maine) or 207-781-6099E-mail: [email protected]

Franklin County138 Pleasant Street, Suite #1Farmington, ME 04938-5828800-287-1478 (in Maine) or 207-778-4650E-mail: [email protected]

Hancock County63 Boggy Brook RoadEllsworth, ME 04605-9540800-287-1479 (in Maine) or 207-667-8212E-mail: [email protected]

Kennebec County125 State Street, 3rd FloorAugusta, ME 04330-5692800-287-1481 (in Maine) or 207-622-7546E-mail: [email protected]

Knox and Lincoln Counties377 Manktown RoadWaldoboro, ME 04572800-244-2104 (in Maine) or 207-832-0343E-mail: [email protected]

Contact your county Extension office to find out aboutprograms in your area.

Oxford County9 Olson RoadSouth Paris, ME 04281-6402800-287-1482 (in Maine) or 207-743-6329E-mail: [email protected]

Penobscot County307 Maine AvenueBangor, ME 04401-4331800-287-1485 (in Maine) or 207-942-7396E-mail: [email protected]

Piscataquis CountyCourt House Complex 165 East Main StreetDover-Foxcroft, ME 04426-1396800-287-1491 (in Maine) or 207-564-3301E-mail: [email protected]

Somerset County7 County DriveSkowhegan, ME 04976-4209800-287-1495 (in Maine) or 207-474-9622E-mail: [email protected]

Waldo County992 Waterville RoadWaldo, ME 04915-3117800-287-1426 (in Maine) or 207-342-5971E-mail: [email protected]

Washington County34 Center StreetMachias, ME 04654800-287-1542 (in Maine) or 207-255-3345E-mail: [email protected]

York County21 Bradeen Street, Suite 302Springvale, ME 04083800-287-1535 (in Maine) or 207-324-2814E-mail: [email protected]

Administrative OfficesUniversity of Maine Cooperative Extension5741 Libby HallOrono, ME 04469-5741800-287-0274 (in Maine) or 207-581-3188FAX: 207-581-1387TDD: 1-800-287-8957

extension.umaine.edu

The University of Maine is an equalopportunity/affirmative action institution.

1

The ideal 5210 school creates supportive environments and policies by implementing the following 10 strategies (in top boxes). In addition to using tools from the 5210 Goes to School toolkit,

you can use WinterKids to help you address each strategy!

Ways That

fits in with 5210


your goals!

PROVIDE HEALTHY CHOICES FOR SNACKS AND

CELEBRATIONS; LIMIT

UNHEALTHY CHOICES. STRATEGIES

Check out the

nutrition section

of the

WinterKids Guide to Outdoor Active

Learning

for lesson plans, tips and activities which support healthy eating

habits.

Check out the 5210 Relay Race Lesson in the


Learning to reinforce these program messages.

Reward your

students or staff with healthy

outdoor winter activity! Great

ideas are found in the


Learning

and on our website at

winterkids.org

Include lessons from the WinterKids

Guide to Outdoor Active Learning as part of your education plan throughout the winter months.

We’ll help you put the WIN in

winter!

Remind families children need at least 60 minutes of physical activity daily! Share the physical activity calendar found in the WinterKids

Guide to Outdoor Active Learning to encourage

students and their families to track time spent being

active.

PROVIDE WATER AND LOW FAT

MILK; LIMIT OR ELIMINATE SUGARY

BEVERAGES.

PROVIDE

NON-FOOD

REWARDS.

PROVIDE OPPORTUNITIES FOR CHILDREN TO GET PHYSICAL ACTIVITY

EVERY DAY.

LIMIT RECREATIONAL SCREEN TIME.


2

Ways That

fits in with 5210


your goals!

STRATEGIES

WinterKids helps kids develop

healthy lifelong habits through fun, outdoor

winter activity. We offer

programs for fam-ilies, schools, & communities to

encourage getting and staying active in the winter!

WinterKids trains teachers to

incorporate physical activity during the

school day by

teaching lessons from the WinterKids Guide

to Outdoor Active Learning.

Meet academic

standards while teaching hands-on active academics!

For more information visit

winterkids.org

Families can be active, stay healthy

and have fun together with the

WinterKids Passport and

FunPass programs. Learn to love

winter sports as a child and reap the benefits for a

lifetime!

Participating in WinterKids’ school programs benefits teachers, too! Sign up for WinterKids’

e-newsletter at www.winterkids.org to learn about outdoor active events in your community

Check out the nutrition section

of the


Learning for lesson plans, tips and activities which support healthy eating

habits

PARTICIPATE IN LOCAL, STATE, OR

NATIONAL INITIATIVES THAT SUPPPORT


ENGAGE COMMUNITY PARTNERS

TO HELP SUPPORT HEALTHY

EATING AND ACTIVE LIVING AT YOUR SITE.

PARTNER WITH AND EDUCATE FAMILIES IN

ADOPTING AND MAINTAINING A LIFESTYLE THAT SUPPORTS HEALTHY

EATING AND ACTIVE LIVING.

IMPLEMENT A STAFF WELLNESS

PROGRAM THAT INCLUDES


COLLABORATE WITH FOOD AND

NUTRITION PROGRAMS TO OFFER HEALTHY

FOOD AND BEVERAGE OPTIONS.



Check out these websites for free materials (posters, stickers, coloring sheets, etc.) that promote health, nutrition, and physical activity while supplies last:

A USDA campaign to motivate children and their caregivers to eat healthy and be active using their character, the Power Panther. Stickers, tattoos, activity sheets, window stickers, and more are all available at no charge. www.fns.usda.gov/eatsmartplayhardhealthylifestyle

Produce for Better Health Foundation offers the Fruits & Veggies—More Matters™ health initiative. In simple, user-friendly ways, this health initiative offers expert cooking advice, nutrition information, and shopping tips. Refer to the “Get Kids Involved” section for downloadable coloring pages, tracking and shopping planners, and other activity pages. www.fruitsandveggiesmorematters.org

Promotes consumption of leafy greens for the nutritional benefits and cancer-fighting elements of leafy greens. Offers free posters and lesson plans. http://www.leafy-greens.org/

Web site for health and physical education teachers, parents, and students to provide the latest information about physical education programs for children and youth. This site offers free posters on a variety of topics (smoking, nutrition, sports, etc.), booklets, and activities: www.pecentral.org/websites/freeresources.html

Promotes awareness of dietary grains as part of a healthy diet. They offer a variety of free posters. www.wheatfoods.org

Developed by the Children in Balance initiative at the Friedman School of Nutrition Science and Policy of Tufts University

07/11 R06/13

Eat Smart. Play Hard.

Fruits and Veggies - More Matters

Leafy Greens Council

PE Central

The Wheat Food Council

Select Resources Maine Resources

General

Bicycle Coalition of Maine: www.bikemaine.org Healthy Maine Partnerships: The Healthy Maine Partnerships is an initiative that was established to link aspects of four Maine Center for Disease Control and Prevention programs. The coordination of the state and local intervention activities are funded by the tobacco settlement and assures linkages with related program activities. Visit www.healthymainepartnerships.org to find your local HMP.

Healthy Maine Walks & Sites: www.healthymainewalks.org Healthy Policy Partners of Maine: www.mcd.org/HPP

Let’s Go! Maine information for kids, teens, parents, childcare, healthcare providers, schools and workplaces: www.letsgo.org

MaineHealth Learning Resource Centers: The MaineHealth Learning Resource Centers are health information and education resources for patients, families and communities. Each center has an extensive library of books, periodicals and videos on a wide variety of healthcare topics. www.mainehealth.org/lrc

Maine Bureau of Parks and Lands: www.maine.gov/doc/parks

Maine Census Data: www.state.me.us/newsletter/may2001/ maine_census_data.htm Maine Center for Public Health: http://www.mainepublichealth.org/ Maine Chapter of the American Academy of Pediatrics: www.maineaap.org

Maine Children’s Alliance: The Maine Children's Alliance is a strong, powerful voice for children, youth and families and provides leadership to create or change policy on their behalf. The Maine Children's Alliance collects the voices and data of various organizations, develops, promotes and advocates a substantive strategic plan including desired outcomes to insure positive change for children and their families. www.mainechildrensalliance.org

05/10 R07/14

Maine Children’s Alliance/Maine Kids Count Data Book: www.mekids.org

Maine Department of Education: www.maine.gov/education

Maine Governor’s Council on Physical Activity: www.maineinmotion.org

Maine Prevention Research Center: http://www.une.edu/wchp/scph/maine-harvard -prevention-research-center Maine Physical Activity & Nutrition [PAN] Program: www.maine.gov/dhhs/ boh/hmp/panp

Maine WIC Program: www.maine.gov/dhhs/wic

March into May: www.marchintomay.org

WinterKids: WinterKids is a nonprofit organization committed to helping children develop lifelong habits of health, education, and physical fitness through participation in outdoor winter activities. www.winterkids.org

NATIONAL RESOURCES

General

American Alliance for Health, Physical Education, Recreation, and Dance: This professional alliance seeks to support and assist those involved in physical education, leisure, fitness, dance, health promotion, and education and all specialties related to achieving a healthy lifestyle. www.aahperd.org American Council on Exercise: This nonprofit group’s mission is to serve as an education and certification provider by setting standards and protecting the public against unqualified fitness professionals and unsafe or ineffective fitness products, programs, and trends. www.acefitness.org American Council on Fitness and Nutrition: With partner organizations, ACFN works to promote nutrition education, and physical activity programs to improve community health. http://www.fitness.gov/ American Dietetic Association is the largest organization of Food and Nutrition Professionals in the United States. The ADA offers reliable, objective food and nutrition information. www.eatright.org

America on the Move is a national initiative dedicated to helping individuals and communities across our nation make positive changes to improve health and quality of life. www.americaonthemove.org CDC Body Mass Index (BMI) Calculator: This simple tool calculates weight adjusted for height, which can be used to approximate whether someone is underweight, normal weight, overweight, or obese. www.cdc.gov/nccdphp/dnpa/bmi Centers for Disease Control, Healthy Youth: This website offers information, resources, and strategies for encouraging physical activity in youth. www.cdc.gov/HealthyYouth/PhysicalActivity Center on Media and Child Health: The Center on Media and Child Health at Children’s Hospital Boston, Harvard Medical School, and Harvard School of Public Health is dedicated to understanding and responding to the effects of media on the physical, mental, and social health of children through research, production, and education. www.cmch.tv The Citizenship Through Sports Alliance: This coalition of athletic organizations focuses on character in sport. CTSA promotes fair play at all levels—youth leagues to professional sport—to reinforce the value of sport as a test of character. Since 1997, CTSA has been building a sports culture that encourages respect for self, respect for others, and respect for the game. www.sportsmanship.org

Food and Nutrition Information Center serves to provide “credible, accurate, and practical resources for consumers, nutrition and health professionals, educators, and government personnel.” The “Consumer Corner” contains information about popular food and nutrition topics. The Food and Nutrition Service offers free, downloadable posters and activity sheets as well as other materials. www.nal.usda.gov/fnic Healthy Hearts 4 Kids is a web-based intervention that encourages children to participate in physical activity regularly, eat nutritiously, and avoid the use of tobacco products. The web-based instructional module is designed to impact children’s knowledge, attitudes, and behaviors related to these risk factors associated with cardiovascular health. It encourages youngsters to read, write, and problem solve, while learning to make wise decisions that will impact them throughout their lifetimes. In addition, children are encouraged to complete daily logs of their physical activity and diet intake for which they receive immediate feedback to applaud their reports or to help them make wiser decisions the following day. Incentives are provided to encourage students to complete online tasks, take quizzes, and complete physical activity and diet logs. http://www.heart.org/HEARTORG/GettingHealthy/HealthierKids/ActivitiesforKids/Activities-for-Kids_UCM_304155_SubHomePage.jsp

Healthy People 2010: This framework is a statement of national objectives to identify and reduce threats to the health of the nation. www.healthypeople.gov HeartPower! is the American Heart Association’s curriculum-based program for teaching about the heart and how to keep it healthy for a lifetime. http://www.heart.org/HEARTORG/Educator/ FortheClassroom/ElementaryLessonPlans/Elementary-Lesson-Plans_UCM_001258_Article.jsp

International Health, Racquet and Sportsclub Association: IHRSA’s mission is “to grow protect and promote the health and fitness industry, and to provide its members with benefits that will help them be more successful.” http://www.ihrsa.org/ KidsHealth: KidsHealth, a partner with the Barbara Bush Children’s Hospital in Maine, is the largest and most- visited site on the Web providing doctor-approved health information about children from before birth through adolescence. It has separate sections for kids, teens, and parents. www.kidshealth.org National Association for Health & Fitness: This nonprofit organization “exists to improve the quality of life for individuals in the United States through the promotion of physical fitness, sports and healthy lifestyles and by the fostering and supporting of Governor’s and State Councils on physical fitness and sports in every state and U.S. territory.” www.physicalfitness.org National Center on Physical Activity and Disability: This group serves as an information center on physical activity and disability. www.ncpad.org

National Institute for Fitness and Sports: NIFS is a nonprofit organization committed to enhancing human health, physical fitness, and athletic performance through research, education, and service by encouraging the adoption of appropriate healthy behaviors. www.nifs.org The President’s Council on Physical Fitness and Sports: This organization promotes physical activity, fitness, and sports through various partnerships and activities. The President’s Challenge is a program that awards children and adults for participating in physical activities. www.fitness.gov State Agriculture Departments: Your state agriculture department can help you find local farmers’ markets, state fairs and other resources and events that may align with your program’s mission. www.usda.gov Sustainable Table: This consumer campaign was “launched to help fill in the gaps in the sustainable food movement, and to help direct consumers to the leading organizations who are working on the issue.” www.sustainabletable.org

TV Turnoff Network: This national nonprofit organization encourages children and families to watch less to promote healthier lives and communities. http://www.turnoffyourtv.com/turnoffweek/TV.turnoff.week.html USDA Center for Nutrition Policy & Promotion: CNPP works to improve the health and well-being of Americans by developing and promoting dietary guidance that links scientific research to the nutrition needs of consumers. www.usda.gov/cnpp US Food and Drug Administration: The FDA is the federal agency responsible for protecting the public health by assuring the safety of our food supplies as well as various drugs, medical devices, and other products. It also serves to educate the public on nutrition and other health topics. www.fda.gov

Sector Specific Resources After School

AfterSchool Alliance: The nation's leading voice for afterschool, the Afterschool Alliance is the only organization dedicated to raising awareness of the importance of afterschool programs and advocating for more afterschool investments. www.afterschoolalliance.org

CATCH Kids Club: The Child and Adolescent Trial for Cardiovascular Health (CATCH), an NHLBI-funded study, created a school health education curriculum designed to motivate heart-healthy behavior in children in grades K-5 in after-school and summer camp settings. For more information, please visit http://catchusa.org/ckc.htm The HEAT Club: The HEAT Club curriculum was developed as part of the Shape Up Somerville: Eat Smart. Play Hard™ project of Tufts University and revised in 2005 and 2007 for broader dissemination through the Children in Balance initiative. This health curriculum, called The HEAT (Healthy Eating and Active Time) Club, includes hands-on activities to use with elementary school children in after school programs in order to improve eating habits and increase physical activity levels. For more information, please visit http://www.childreninbalance.org. Maine Afterschool Network: The purpose of the Maine Afterschool Network is to enable every child to have access to quality, inclusive, affordable after school programming that meets the needs of the child, the family and the community. www.maineafterschool.net

National AfterSchool Association: The National AfterSchool Association is the leading voice of the afterschool profession dedicated to the development, education and care of children and youth during their out-of-school hours. www.naaweb.org.

Early Childhood

National Association for Family Child Care (NAFCC): The NAFCC is a non-profit organization dedicated to promoting quality child care by strengthening the profession of family child care. http://www.nafcc.org/ National Association for the Education of Young Children (NAEYC): The NAEYC is dedicated to improving the well-being of all young children, with particular focus on the quality of education and developmental services for all children from birth through age 8. www.naeyc.org National Association of Child Care Resource & Referral Agencies (NACCRRA): NACCRRA’s mission is to promote national policies and partnerships to advance the development and learning of all children and to provide vision, leadership, and support to community Child Care Resource & Referral. www.naccrra.org Nutrition and Physical Activity in Child Care: Nutrition and Physical Activity Self-Assessment for Child Care (NAP SACC) Program. www.napsacc.org

Resource Development Centers: The Department of Health and Human Services funds eight regional Child Care Resource Development Centers located around the state. Resource Development Centers can do a number of things for different individuals and groups including parents, child care providers, community members, schools, businesses, and others interested in child care. Each Child Care Resource Development Center serves a certain area of Maine; usually their service area spans one or two counties. Use the map or the list below to click on the area of the state you live in to get the contact information for your Child Care Resource Development Center. www.maine.gov/dhhs/octs/ec/occhs/devcenters.htm

Healthcare BMI Calculators and Information 2000 CDC Growth Charts: www.cdc.gov/growthcharts

WHO Growth Standards: http://www.cdc.gov/growthcharts/ who_charts.htm CDC Z Score Data Files: http://www.cdc.gov/growthcharts/zscore.htm

CDC Child and Teen BMI Calculator: http://apps.nccd.cdc.gov/dnpabmi/ CDC Child and Teen BMI Calculator: http://apps.nccd.cdc.gov/dnpabmi/

KidsHealth BMI: http://kidshealth.org/parent/growth/growth/ bmi_charts.html

Children’s BMI Risk Category Dependent on Age: www.cdc.gov/ nccdphp/dnpa/bmi

BMI Adults National Heart, Lung & Blood Institute: http://www.nhlbi.nih.gov/guidelines/obesity/BMI/bmicalc.htm National Resources

American Academy of Pediatrics: www.aap.org/obesity Bright Futures in Practice: http://brightfutures.aap.org/ practice_guides_and_other_resources.html Harvard Prevention Research Center: www.hsph.harvard.edu/prc

National Initiatives for Children’s Healthcare Quality – Childhood Obesity Action Network: http://www.nichq.org/register_coan.html? returnpage=/online_communities/coan/index.html

National Initiatives for Children’s Healthcare Quality – Be Our Voice: www.nichq.org/advocacy

Collaborate for Healthy Weight: http://www.collaborateforhealthyweight.org/

Let’s Move: www.letsmove.gov

CDC Guide to Breastfeeding Interventions: http://www.cdc.gov/ breastfeeding/resources/guide.htm

Schools

Action for Healthy Kids: This nationwide network was designed “to improve children’s nutrition and physical activity in schools by collaborating with diverse stakeholders in advocating, promoting, and implementing national and state initiatives.” www.actionforhealthykids.org

Alliance for a Healthier Generation: The Alliance for a Healthier Generation is a partnership between the American Heart Association and the William J. Clinton Foundation. The Alliance is working nationally to create awareness and real solutions to the childhood obesity epidemic. The Alliance will positively affect the places that can make a difference to a child’s health: homes, schools, restaurants, doctor’s offices, and the community. www.healthiergeneration.org

Eat Well & Keep Moving: An Interdisciplinary Curriculum for Teaching Upper Elementary School Nutrition and Physical Activity by Lilian Cheugn, Steven Gortmaker, and Hank Dart. The curriculum, designed as a joint research project between the Harvard School of Public Health and Baltimore City Public Schools, is one of the first curricula to address nutrition and physical activity simultaneously. It also is among the first to address physical inactivity, namely TV viewing and computer games. It is a multifaceted program that encompasses the classroom, the cafeteria, and the gymnasium. For more information, please visit www.eatwellandkeepmoving.org. Healthy Maine Kids: The purpose of Maine Action for Healthy Kids (AFHK) is to bring together nutrition and physical activity organizations that serve Maine schoolchildren with the goal of raising healthy children. In order to do this, Maine AFHK coordinates and shares state-wide resources and information with parents, teachers, students, community members and partners. www.healthymainekids.org NASPE’s Teacher Toolbox: A site for physical education teachers that provides resources each month. In addition to the toolbox, the most popular resource is a series of physical activity calendars for kids: one for elementary and one for secondary. The website even provides a letter to print on the back and send home to parents. http://www.shapeamerica.org/publications/resources/teachingtools/teachertoolbox/ PE4Life: The mission of this organization is to raise awareness about the dangers of physical inactivity and to promote daily physical education in schools across the nation. www.pe4life.org

PE Central: This website offers the latest information and resources about physical education programs for children and youth. www.pecentral.org

Planet Health: An interdisciplinary Curriculum for Teaching Middle School Nutrition and Physical Activity by Jill Carter, Jean Wiecha, Karen Peterson, and Steve Gortmaker. This curriculum, also developed by the Harvard School of Public Health, brings physical activity and nutrition beyond health class and into math, science, language arts, and social studies. In addition to classroom components, there is a PE curriculum that includes a self-assessment tool that students can use to assess their current physical activity and inactivity levels. Students are encouraged to set goals and track progress. The curriculum encourages self-exploration of current behaviors and helps students understand alternative choices available to them. For more information, please visit www.planet-health.org.

Smart Moves for ME School Program: The Smart Moves for ME School Program (Formerly the Maine-ly Nutrition/TakeTime! School Program) provides teachers, administrators, and school nurses with training and resources to help schools provide 10-20 minutes accumulated time for physical activity during the school day, for every child. The environment for learning is improved by offering nutrition education and daily physical activity opportunities in addition to physical education classes, which benefits both the mental and physical health of all students, creating a true culture shift in the school. This project is open to preschool - high school teachers and school nurses who teach in schools statewide that have 50% or more of students eligible for free or reduced price meals. There is very limited funding available that allows the program to be offered to a limited number of K-8 schools that do not meet the low-income guidelines. http://smartmovesforkids.com/smart-moves-bright-bodies.html Safe Routes to School: Safe Routes to School is a federal, state, and local effort to enable and encourage children, including those with disabilities, to walk and bicycle to school; and to make walking and bicycling to school safe and more appealing. A major goal of the program is to increase bicycle, pedestrian, and traffic safety. http://www.saferoutesinfo.org/ Take 10! This is a classroom-based physical activity curriculum for kindergarten to 5th grade students. www.take10.net

Resources for Parents and Kids (Some of the websites listed below are great for computer classes or free computer time.)

Body and Mind: A CDC website that focuses on topics that kids say are important to them— such as stress and physical fitness—using kid-friendly lingo, games, quizzes, and other interactive features. www.bam.gov CDC Physical Activity: www.cdc.gov/physicalactivity Children and Nature Network: www.childrenandnature.org Choose My Plate: www.choosemyplate.gov Dole 5 A Day: Dole’s SuperKids website is designed educate and encourage elementary school children to eat 5 to 9 servings of fruits and vegetables a day to promote better health. www.dole5aday.com/

Eat Smart, Play Hard Kids: Interactive website with lots of materials, geared to elementary age students. www.fns.usda.gov/eatsmartplayhardkids Go Healthy Challenge: An Alliance for a Healthier Generations website that addresses nutrition and physical activity for children. www.igohugo.org Kidnetic.com: This interactive website offers nutrition and physical activity games, information, and resources for 9-12 year old children and their parents. www.kidnetic.com KidsHealth: http://kidshealth.org/

Make Your Calories Count: http://www.fda.gov/Food/IngredientsPackagingLabeling/ LabelingNutrition/ucm275438.htm

Meals for You: www.mealsforyou.com Nutrition Explorations Kids: A Dairy Council Website designed to promote nutritious eating. www.nutritionexplorations.com/kids Overview of the VERB Campaign: www.cdc.gov/youthcampaign Screen Time: www.screentime.org Small Step Kids: Health and Human Services website designed to promote physical activity and nutrition for kids. http://familyfirst.com/smallsteps-gov.html

Sample Language for Requesting Funds fromLocal Businesses (See sample letter on next page)

08/08 R07/11

General Statement: Our school is participating in a healthy lifestyle program called 5210 Goes to School. 5210 Goes to School promotes the following message:

Through this program, our program is working hard to create environments, policies and practicesthat promote and support healthy lifestyles.

Request for Support:I am writing to request your support in our efforts. While 5210 Goes to School can be imple-mented at no cost, additional funding allows for enhanced implementation of the program. Withadditional funding, we could contribute to sustainable change in our school environment by________________. The total cost is estimated at: $______. A donation of any amount is greatlyappreciated.

Conclusion:Engaging community leaders is one of our goals as a partof the 5210 Goes to School program. Support fromlocal businesses will enhance our community as a whole.Thank you for considering our request and please contact me at: _______________ with any questions.

Examples to fill in the blank with:…purchasing physical activity equipment that would beused as a reward for good behavior.

…being able to provide fresh fruits and vegetables as aschool-wide snack once a month.

…supporting a staff wellness development program to all our faculty and staff.

…improving the school cafeteria environment by purchasing salad bars, new equipment, etc.

…purchasing pedometers for the 5th grade walking program.

Keys to a successful letter:� Be specific! Determine whatyou would like funds for andask for it specifically.

� Consider listing a specificamount. � Consider asking for product asopposed to money. Food storesmay rather donate healthysnacks instead of money.


Date:

Dear Business XXX:

Our program is participating in a healthy lifestyle program called 5210 Goes to School. 5210 Goes to School promotes the following message:

Through this program, we are working hard to create environments, policies, and practicesthat promote and support healthy lifestyles.

I am writing to request your support in our efforts. While 5210 Goes to School can be implemented at no cost, additional funding allows for enhanced implementation of the program.With additional funding, we could contribute to sustainable change in the school environment bypurchasing physical activity equipment that would be used as a reward for good behavior. The total cost is estimated at $X00. A donation of any amount is greatly appreciated.

Engaging community leaders is one of our goals as apart of the 5210 Goes to School program.Support from local businesses will enhance our community as a whole. Thank you for consideringour request and please contact me at (207) 123-4567 with any questions.

Sincerely,

08/08 R07/11


Engaging community partners in your school

can add enthusiasm, expertise, and excitement to your efforts. There are many community partners that are often willing and excited to go into

schools, PTO meetings, or other school sponsored events for short presentations. The

trick is finding them!

Do you want to get the greater community into your classroom? Consider contacting:

And feel free to contact us at Let’s Go!. We have many contacts and may know of

individuals who would be interested in getting involved with your program.

05/10 R02/12

Local colleges

Hospitals

Recreation departments

Culinary associations

Dentists’ offices

Doctors’ offices

Health centers

Local businesses (bike shops, health

food stores, sports clubs)

Seniors’ organizations or groups

Local food bank

County extension office

Local library

Grocery stores

School Doctors

Each school district also has a school doctor. Ask your administration who your

school doctor is and give them a call to see if they are willing to be involved with 5210

Goes to School. School doctors could become involved by advocating for wellness at

school board meetings, by participating in statewide school health initiatives, and by

participating in school activities, such as nutrition assemblies or 5210 lessons. 5210

Goes to School has prepared scripts that doctors can use to discuss the 5210 message

with students. Email us at [email protected]

for more information.

Examples of successful collaboration between schools and community:Yarmouth School Garden—In collaboration with the School Nutrition Program and the MaineCounty Extension Master Gardeners, Yarmouth has begun a new garden on school grounds that willbe used for teaching, learning, and providing vegetables to classrooms and the cafeteria. In thespring, the Master Gardeners help prepare the soil and plant the seeds. Over the summer months,families sign up for one week maintenance rotations to water and weed. In the fall when schoolbegins, those responsibilities are returned to the school, and in the end everyone has a part in thesuccess of the garden.

Local Pediatrician in the Classroom—The second graders in Westbrook schools received a special visit from Dr. Brian Youth. Dr. Youth, a local Pediatrician, explained the 5-2-1-0 message tostudents and reinforced the importance of making healthy choices. As a part of their work with 5-2-1-0 Goes to School, Westbrook schools were paying special attention to the ‘0’ message ofdrinking more water and low fat milk and fewer sugary drinks. Dr. Youth was able to focus his visiton this topic and reinforce the work the school was doing. One child told Dr. Youth that having himcome to class was ‘better than eating candy!’ A teacher reported that at snack time the childrentalked about the amount of sugar in their drinks and agreed to bring water the next day!

Do you know who your local Healthy Maine Partnership representative is? Find out at

www.healthymainepartnerships.org. They work at the state and local level to make

Maine a healthier place to live and work by addressing tobacco, healthy eating, and

physical activity needs.

Remember, many of your students’ parents are local experts. It’s exciting to have parents come into

school to talk about their professions. Are any of them dentists? Healthcare providers? Nutritionists?

MaineHealth Learning Resource Centers are health information and education resources for

patients, families and communities. For more information, call toll-free 1-866-609-5183.

HOTTIPS


08/08 R06/10

Activities that schools can do to involve the greater community:■ Begin a school/community garden.■ Sponsor a clean up day in the neighborhood.■ Sponsor a distinguished speaker series.■ Begin a Walk-to-School Day.■ Host a community breakfast.■ Host a family fitness night.■ Create a ‘community cookbook’.

REMEMBER: Both schools and communities can benefit from an interactive relationship!


08/08 R06/10

MONTH SPECIAL OBSERVATIONS

September Fruits and Veggies—More Matters www.fruitsandveggiesmorematters.orgFamily Health and Fitness Day USA www.fitnessday.com

October Health Literacy Month www.healthliteracy.comInternational Walk to School Month www.iwalktoschool.org

Week 2 National School Lunch Week www.schoolnutrition.org

November American Diabetes Month www.diabetes.org

December National Handwashing Awareness Month www.henrythehand.com

January National Fiber Focus Month healthymeals.nal.usda.gov/features-month-1Oatmeal Month

Week 2 National Fresh-Squeezed Juice Week www.fns.usda.govWeek 4 Healthy Weight Week www.samhsa.gov

February National Sweet Potato Month healthymeals.nal.usda.gov/features-month-1American Heart Month www.heart.org

March National Nutrition Month www.eatright.orgWeek 2 National School Breakfast Week www.schoolnutrition.org

April National Garden Month www.nationalgardenmonth.orgWeek 1 National Public Health Week www.nphw.orgWeek 4 National Screen-Free Week www.screenfree.org

May National Strawberry MonthNational Physical Fitness and Sports Monthhealthymeals.nal.usda.govNational Bike Month www.bikeleague.org

1st Wed All Children Exercise Simultaneously (ACES) www.lensaunders.com/aces

June National Fresh Fruit and Vegetable Monthwww.agfoundation.org

For more special monthly observations, go to: healthymeals.nal.usda.gov/features-month-1

Developed by the Children in Balance initiative at the Friedman School of Nutrition Science and Policy of Tufts University


Body Image: Loving Yourself Inside and Out: A website of the U.S. Department of Health and Human Services’ National Women's Health Information Center that promotes healthy body image among women. The website links to resources and information about healthy body image for both women and children. http://www.womenshealth.gov/bodyimage/ Maine Eating Disorder Collaborative: Teams trained to provide coordinated health care treatment for those with eating disorders. Teams consist of at least one medical practitioner, therapist, and registered dietitian and are in Augusta, Belfast, Blue Hill, Calais, Camden, Farmington, Lewiston, South Portland, Waterville, Bowdoin College in Brunswick, and the Long Creek Youth Development Center in South Portland. The teams provide services to children, teens, and young adults with eating disorders. For specific information about a team, to join an existing team, or to establish a new team in your area, please contact Mary Orear at [email protected] or (207) 230-0170. National Eating Disorder Association: The National Eating Disorders Association (NEDA) is the largest not-for-profit organization in the United States working to prevent eating disorders and provide treatment referrals to those suffering from anorexia, bulimia and binge eating disorder and those concerned with body image and weight issues. http://www.nationaleatingdisorders.org

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School Gardening ResourcesCURRICULA and OTHER PRINTED RESOURCES

Botany on Your Plate Katharine D. Barrett http://www.gardeningwithkids.org/11-3350.html K-4

Digging Deeper: Integrating Youth Gardens into School and Communities Joseph Kiefer and Martin Kemple http://www.tworiverscenter.org/publications.shtml K-12

GrowLab: A Complete Guide to Gardening in the Classroom http://www.gardeningwithkids.org/10-4009.html

GrowLab: Activities for Growing Minds http://www.gardeningwithkids.org/10-4008.html National Gardening Association. K-8

Healthy Foods from Healthy Soils: A Hands-On Resource for Teachers Elizabeth Patten and Kathy Lyons http://www.tilburyhouse.com/childrens/healthy-foods-from-healthy-soils.htm K-6

Cooking with Kids Curriculum Lynn Walters http://www.cookingwithkids.net/About_Us/index.html K-6

Food for Thought and Action Grassroots International grassrootsonline.org/publications/educational-resources/food-thought-action-a-food-sovereignty-curriculum 9-12

The Food System: Building Youth Awareness through Involvement Alison Harmon, Rance Harmon and Audrey Maretzki; Penn State College of Agricultural Sciences http://agexted.cas.psu.edu/faculty/Docs/Flyer.pdf 4-12

French Fries and the Food System The Food Project http://thefoodproject.org/books-manuals 7-12

The Growing Classroom: Garden Based Science Roberta Jaffe and Gary Appel http://www.gardeningwithkids.org/11-4017.html 2-6

Growing Food (LiFE series) Teachers College, Columbia University www.gardeningwithkids.org/11-3300.html 4-6

Healthy Neighborhoods, Healthy Kids Shelburne Farms www.shelburnefarms.org/prodinfo.asp?number=869

Junior Master Gardener Cooperative Extension Service's 4-H program http://67.59.137.247/index.cfm?did=6019andsectionID=6019 3-8

Maine Apprentice Gardener Program Curriculum Univ. of ME Cooperative Extension http://extensionpubs.umext.maine.edu/ePOS/form=item.htmlanditem=2604andstore=413 3-4

Maine Foods for Maine Kids / Maine Harvest Lunch Maine Organic Farmers and Gardeners Association www.mofga.org/Resources/MaineHarvestLunch/tabid/817/Default.aspx K-8

Nourishing Choices: Implementing Food Education in Classrooms, Cafeterias, and Schoolyards Eve Pranis, http://www.gardeningwithkids.org/11-3410.html K-12

Schoolyard Mosaics; Designing Gardens and Habitats; National Gardening Association http://www.gardeningwithkids.org/11-4508.html K-8

Steps to a Bountiful Kids' Garden; National Gardening Association http://www.gardeningwithkids.org/11-4052.html K-12

Ten Years of Education at the Edible Schoolyard: (One of several in the Chez Panisse series) http://www.edibleschoolyard.org/publications K-12

The Worm Cafe: Mid-Scale Vermicomposting of Lunchroom Wastes Paul Bourgeois and Binet Payne http://www.reachandteach.com/store/index.php?l=product_detail&p=716 K-12

Worms Eat Our Garbage: Classroom Activities for a Better Environment. Mary Appelhof, Mary Frances Fenton and Barbara Loss Harris https://www.reachandteach.com/store/index.php?l=product_detail&p=715 K-12


ORGANIZATIONS IN MAINE

Maine School Garden Network’s mission is to promote and support educational gardens for youth, and to encourage school programs which teach healthy eating and environmental stewardship. http://msgn.org/

Maine Organic Farmers and Gardeners Association whose purpose is to help farmers and gardeners: grow organic food, fiber and other crops; protect the environment; recycle natural resources; increase local food production; support rural communities; and illuminate for consumers the connection between healthful food and environmentally sound farming practices.http://mofga.org/

Univ. of ME Cooperative Extension has offices in every county; runs Master Gardener program, publishes many publications and has a monthly gardening newsletter http://www.umext.maine.edu/

Maine Agriculture in the Classroom Association (MAITCA) is a grassroots program coordinated by the United States Department of Agriculture. Our goal is to help students gain a greater awareness of the role of agriculture in the economy and society so that they will become citizens who support wise agricultural policies. http://www.agclassroom.org/me/

Maine Harvest Lunch Program is a celebration of the bounty of Maine's harvest featuring local foods on the school menu. Many resources are available to make this not only a tasty, but also an educational and community-building annual event. http://www.mofga.org/Resources/MaineHarvestLunch/tabid/817/Default.aspx

Cultivating Community is a Portland-based non-profit which uses sustainable gardens to grow communities- offers curriculum and mentoring for school gardens http://cultivatingcommunity.org/schools.shtml

Maine Nutrition Network promotes healthy eating and physical activity; farm-to-school, recipes and other resources http://www.maine-nutrition.org/

Cheryl Wixson’s Kitchen is a non-profit organization dedicated to teaching people the joys and benefits of healthy eating and cooking, while utilizing regional products and supporting a sustainable environment. http://cherylwixsonskitchen.org/index.html

ORGANIZATIONS OUTSIDE OF MAINE

Children’s Garden Network, Based in RI, brings together information and resources for you to dig into, explore and use. http://www.childrensgardennetwork.org/

California School Garden Network creates opportunities for our children to discover fresh food, make healthier food choices, and become better nourished by encouraging and supporting a garden in every school. http://csgn.org/

Food Works at Two Rivers Center is emerging as central Vermont's hands-on food and agricultural education center working to strengthen local food systems and empower children, families, and seniors to grow, prepare, eat and preserve their own foods. http://www.tworiverscenter.org/

National Gardening Association offers the Web's largest and most respected array of gardening content for consumers and educators, ranging from general information and publications to lessons and grants http://garden.org/home.

kidsgardening.org is the National Gardening Association’s website for children’s gardening and includes resources, materials, newsletter, and funding information for school gardens http://www.kidsgardening.org/

National Farm to School Network connects schools (K-12) and local farms with the objectives of serving healthy meals in school cafeterias, improving student nutrition, providing agriculture, health and nutrition education opportunities, and supporting local and regional farmers. http://www.farmtoschool.org/

Chef Ann Cooper is the renegade lunch lady! Her life work is to transform cafeterias into culinary classrooms for students — one school lunch at a time. http://www.chefann.com/

The Edible Schoolyard’s mission is to create and sustain an organic garden and landscape that is wholly integrated into the school’s curriculum, culture, and food program.http://www.edibleschoolyard.org/

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(continued from other side)


One of the most important questions we can ask is “where does our food come from?” Investigating this leads us to learn about nutrition, ecology, working conditions, history, and more. Perhaps there is no more important tool to help us explore this question in schools than a garden. Due to rising popularity, we have more and more knowledge about what’s working in school gardens across the country and in Maine. Here are some things we know work.

Don’t do this alone, get a committee together. Teachers, parents, staff, students …

Always provide administrators with updates if they are not at the meetings and make friends with your facilities director and crew! They’re the ones who can tell you the best locations, ensure water access, and help order supplies.

Designate someone as the garden coordinator. This position can rotate among members. Having someone to ensure that things keep moving forward is vital.

Dream! Look at your schoolyard -- parking lots, roof tops, lawns, classrooms. You can grow food everywhere. The more people involved at this stage the better; especially involve students. Draw pictures, come up with a master plan. You may want to get a professional landscape architect or permaculture designer to help you with this process.

Start small. You’ve got the big picture -- never lose sight of it, but you have to start somewhere. Build your first few raised beds or get your grow labs for the classroom.

Things you will absolutely want to have are: good soil (get it tested if you are going to grow in the ground), at least six hours of sunlight, a water source, and a tool shed.

Integrate! Gardens shouldn’t be add-ons, they should be your living classroom. From haikus to chemistry you can address standards in the garden.

Plan for summer! There are a lot of ways to take care of the garden in the summer, from volunteers and integration with summer school programs, to building a summer camp based on being in the garden. Make a plan based on what assets your school has or develop new ones. I know one school that installed an automated drip irrigation system to reduce the need for summer volunteers.

Promote your garden. Send out media alerts when you are building your garden, harvesting, or doing anything that includes a photo opportunity.

Use your food. Use it for snacks in the classroom, in the cafeteria, send it home with students, or donate to pantries.

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Coordinate with your food service professionals. Ask them what they would like to use fresh out of the gardens and incorporate these plants into your plan.

Build a budget. This will help you when speaking with administrators or applying for grants.

Search the web for grant opportunities (e.g., www.kidsgardening.org) and call your local Healthy Maine Partnership to explore local funding opportunities. Contact local businesses and ask how they might support your work -- they may be excited to provide supplies or cash.

Have fun and be creative when planning fundraisers--from bulb and seedling sales to locally grown dinners have been successful ways to raise significant money.

Get in touch with your Cooperative Extension office for free workshops and materials.

Add your garden to the Maine School Garden Network and stay in touch to learn about networking and educational events.

Make friends with a farmer to consult with as problems arise.

Buy a copy of “How to Grow a School Garden” by Arden Bucklin-Sporer and Rachel Kathleen Pringle for a comprehensive guide covering everything from designing a garden to teaching in a garden.

At the end of the day, school gardens succeed because people and schools are committed, and integrate them as much as possible with school culture.

Written by Adam Burk, Program Coordinator for Sustainable Community Health, Communities Putting Prevention to Work, PROP-People's Regional Opportunity Program Over the past year Adam has supported ten school gardens including five new ones through the Healthy Lakes’ Communities Putting Prevention to Work grant. He holds a master’s in education for sustainability from Goddard College.

Have fun and let us know what tips you

come up with!

Community Relations Donation Request Form

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ME & NH submit request to: Hannaford Community Relations, PO Box 1000, Portland, ME 04104

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Let the stars be your guide! Guiding Stars® is an easy-to-use navigation system at Hannaford that helps you find foods with more nutrition. Just look for the special shelf tags while you shop.

All items in our stores have been reviewed for Guiding Stars except bottled water, alcoholic beverages, coffee, tea and spices. Many items don’t qualify for any Guiding Stars – that doesn’t mean they’re bad for you: it just means that they have less nutritional value than other foods.

For more information about Guiding Stars, visit hannaford.com/guidingstars.

CG DFJKSDR DSKRUFJWSD

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UNIT PRICE

RETAIL PRICE

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UNIT PRICE RETAIL PRICE

2 37OZ.PER POUND

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2 37OZ.PER POUND

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PER POUND

$1.99

One Star means good

nutritional value.

Two Stars, better

nutritional value.

Three Stars,best

nutritional value.

Did you know? Hannaford features registered dietitians in over 50 of our stores, offering FREE nutrition services like:

• Weekly demos on a variety of nutrition topics

• Healthy store tours & classes for your school, work, or community group

• Help with special dietary needs

• Meal planning and recipe ideas

• Reading food labels and understanding portion sizes

• Community presentations

• School visits for nutrition education

Hannaford Supports Healthy Kids & Families

Meet our Hannaford Dietitians.To see a complete list of stores with Hannaford Dietitians and view their monthly schedule of free in-store events, visit hannaford.com/dietitians. You can also send your nutrition question in a private message to our online registered dietitian, Kris Lindsey, or chat with Kris on the Hannaford Facebook page every Wednesday at noon!

More

VitaminsMinerals

FiberWhole Grains

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CholesterolAdded SodiumAdded Sugars

TV Undermines Family Life

Amount of television that the average American watches per day: over 4 hours Percentage of US households with at least one television: 98 Percentage of US households with exactly two TV sets: 35 Percentage of US households with three or more TV sets: 41 Time per day that TV is on in an average US home: 7 hours, 40 minutes Percentage of Americans who always or often watch television while

eating dinner: 40 Chance that an American falls asleep with the TV on at least

three nights a week: 1 in 4 Percentage of Americans who say they watch too much TV: 49 Percentage of US households with at least one VCR: 85 Number of videos rented daily in the US: 6 million Number of public library items checked out daily: 3 million Number of hours of media consumed daily by the average American in 1998: 11.8

TV Harms Children and Hampers Education

Average number of hours per week that American one year-old children watch television: 6 Number of hours recommended by the American Pediatric Association for children two and under: 0 Average time per week that the American child ages 2-17 spends watching television: 19 hours, 40

minutes Time per week that parents spend in meaningful conversation with their children: 38.5 minutes Hours of TV watching per week shown to negatively affect academic achievement: 10 or more Percentage of children ages 8-16 who have a TV in their bedroom: 56 Percentage of those children who usually watch television in their bedroom: 30 Percentages of television-time that children ages 2-7 spend watching alone and unsupervised: 81 Percent of total television-time that children older than 7 spend without their parents: 95 Percentage of children ages 8 and up who have no rules about watching TV: 61 Percentage of parents who would like to limit their children’s TV watching: 73 Percentage of day care centers that use TV during a typical day: 70 Hours per year the average American youth spends in school: 900 Hours per year the average American youth watches television: 1,023 Percentage of self-professed educational TV that has little or no educational value: 21 Chance that an American parent requires children to do their homework before watching TV: 1 in 12 Percentage of teenagers 13-17 who can name the city where the US Constitution was written

(Philadelphia): 25 Percentage of teenagers 13-17 who know where you find the zip code 90210 (Beverly Hills): 75 Average time per day American children spend in front of a screen of some kind: 4 hours, 41 minutes Percentage of 4-6 year-olds who, when asked, would rather watch TV than spend time with their

fathers: 54 Percentage of young adults who admit to postponing their bedtime for the internet or TV: 55

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Makes you think!

Come up with a list of things

YOU can do that

DON’T involve a screen...

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TV Promotes Violence

Number of violent acts the average American child sees on TV by age 18: 200,000 Number of murders witnessed by children on television by the age 18: 16,000 Percentage of youth violence directly attributable to TV viewing: 10 Percentage of Hollywood executives who believe there is a link between TV violence and real violence:

80 Percentage of Americans who believe TV and movies are responsible for juvenile crime: 73 Percentage of children polled who said they felt “upset” or ‘scared” by violence on television: 91 Percent increase in network news coverage of homicide between 1993 and 1996: 721 Percent reduction in the American homicide rate between 1993 and 1996: 20 Percent increase in number of violent scenes per hour on 10 major channels from 1992 to 1994: 41 Percentage of programs that show the long-term consequences of violence: 16 Percentage of violent programs that emphasize an anti-violence theme: 4

TV Promotes Excessive Commercialism and Sedentary Lifestyles

Number of TV commercials viewed by American children a year: 20,000 Age by which children can develop brand loyalty: 2 Number of TV commercials seen by the average American by age 65: 2 million Percentage of toy advertising dollars spent on television commercials in 1997: 92 Percentage of local TV news broadcast time devoted to advertising: 30 Total amount of money spent in 1999 to advertise on broadcast television: $40 billion Net worth of the typical middle-class American household after accounting for debts: less than $10,000 Number of ads aired for “junk-food” during four hours of Saturday morning cartoons: 202 Percentage of American children who were seriously overweight in 1964: 5; 1994: 13 Percentage of young people who report having had no recent physical activity: 14 Factor by which men who watch more than 21 hours of TV a week increase their risk of Type 2

diabetes: 2 Percentage of pediatric diabetes cases that are now Type 2, (adult-onset), not Type 1 juvenile-onset):

30

TV Squelches Political Awareness

Money spent on ads for the major presidential candidates between June 1, 2000 and September 13: $63 million

Money spent on issue ads between January 1, 1999 and August 30, 2000: over $342 million Percentage of those which were attack ads: 61 Amount of time broadcasters must provide to candidates free of charge under the 1996

Telecommunications Act: 0 Value of public airwaves allocated to broadcasters at no cost under the 1996 Telecommunications Act:

$70 billion Amount spent on lobbying by TV broadcasters and the National Association of Broadcasters in 1996: $4

million Number of network news stories about the environment in 1990: 377; 1996: 113 Percentage of Americans who can name The Three Stooges: 59 Percentage of Americans who can name three Supreme Court Justices: 17

-Adapted from a list created by RealVision, a project of TV-Turnoff Network.


Websites: The Center of Media and Child Health (CMCH) website, www.cmch.tv contains great links and information on the importance of reducing screen time. The CMCH website also has helpful information and resources to help teachers and parents reduce children’s screen time. “How To” website on reducing screen time: www.screentime.org How Television Affects Your Child: http://kidshealth.org/parent/positive/family/tv_affects_child.html Taking Control...Guidelines for TV and Teens: http://www.uihealthcare.com/topics/medicaldepartments/pediatrics/tvteens/index.html Online Journal Articles: When Children Eat What They Watch: Go to http://jama.ama-assn.org/cgi/reprint/295/14/1698.pdf for PDF. TV Buffs Prone to Learning Problems Go to http://www.singapore.edu.hk/upload/fromeditor/pw/Teen.pdf for PDF.

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Each May, on a designated date and time, millions of school children all over the globe will exercise simultaneously in a symbolic gesture of fitness and unity to show the world the importance of developing an active lifestyle starting at an early age and its impact on health throughout the lifespan. This program called ACES (All Children Exercise Simultaneously) is non-competitive and has proven to be educational, motivational, and fun. The state of Maine has developed a resource manual tailored to Maine schools. The manual provides planning and program suggestions, promotional materials, materials for students, a history of ACES, nutrition and physical activity resources, and much more. • The manual can be downloaded at www.maineinmotion.org/aces.asp. It is also

available in hard copy for $5.50 each (to help cover postage and handling) by contacting [email protected].

Remember, your physical activity efforts don’t have to happen just once a year. Some schools have enjoyed the ACES program so much that they have joined the Project ACES Club, in which you can replicate this activity as often as you like throughout the school year. • Find out more about the free club at http://www.lensaunders.com/aces/aces.html.

As a Middle and/or High School, you have a great opportunity for your students to help coordinate an ACES Program in your local elementary schools, act as role models and create a positive leadership experience for them.

08/08 R06/10


Schools are an ideal location to provide increased physical activity for children, through physical education (PE), recess, active learning, activity breaks, and before and after school programs. Research has also repeatedly shown that increased physical activity supports improved academic performance. However, schools all across the United States have been limiting and sometimes eliminating physical activities during school, to focus students’ energy on their school work. The general thought is that more academic time given to students, by limiting time allotted for physical activity, will increase their test scores. Yet recent studies have shown just the opposite and that allocating time for physical activity during school has positive effects on students’ test scores. Benefits of a physically active child1

Studies show a positive correlation between physical activity and academic performance Student test scores improve after engaging in physical activity Students who are physically active and fit are more likely to perform well in school than their

sedentary peers Studies show an increase in academic achievement when additional time is provided for physical

activity, even when time is removed from academic instruction Activity breaks help students’ on-task behavior Active transportation enhances academic performance Physical Education

“Sacrificing physical education for classroom time DOES NOT improve academic performance. Many schools systems have downsized or eliminated PE under the assumption that more classroom instructional time will improve academic performance and increase standardized test scores. The available evidence contradicts this view.” 2

“94% of parents think it’s very important for elementary school kids to get physical activity during the school day.” 3

Tips for increasing Physical activity during the school day: 4

School-based physical education: Schools and physical education teachers can increase the amount of time students spend in physical education or add components to increase the quality of physical education class.

Recess: School boards, superintendents, principals, and teachers can provide recess to students on a regular basis. This can benefit academic behaviors, and social development.

Classroom-based physical activity: Teachers can incorporate active learning and physical activity breaks into the classroom setting to improve student performance and the classroom environment.

Extracurricular physical activities: Superintendents, principals, and athletic directors can develop or sustain school-based sports programs. School administrators and teachers also can encourage after-school organizations, clubs, student groups, and parent groups to incorporate physical activities into their programs and events.

Recommendations for School Boards: 1

Set direction: develop an understanding among the board, district staff and the community of the importance of physical activity and its link to student learning. (work internally and externally to create unified view of the positive correlation between physical activity and increases in student learning)

Establish structure: formulate policies and institute goals that promote more school-based physical activity.

Provide support: Seek out possible funding and develop school strategies that increase physical activity and are cost-effective.

Ensure accountability: The policies and practices employed should have oversight and report the progress to the school board, any program partners and the community.

Engage the community: Develop a strong relationship between the community and the district. Coordinate the use of any possible resources and work on creating cost-effective solutions that promote physical activity.

Policy resources for increasing school-based physical activity:

http://publichealthlawcenter.org/topics/active-living/school-policies http://www.cdc.gov/healthyyouth/healthtopics/wellness.htm http://www.prevent.org/data/files/initiatives/schoolpe.pdf www.csba.org/pab.aspx (scroll down to “Physical Education/Physical Activity”)

1 Active Living Research. Active Bodies, Active Minds: Physical Activity and Academic Achievement. San Diego, CA: Active Living Research, Robert Wood Johnson Foundation, February 2010. 2 Trost, Stewart G. Active Education: Physical Education, Physical Activity and Academic Performance. San Diego, Ca: Active Living Research, Robert Wood Johnson Foundation, Fall 2007. 3 Davis, Matthew M. Gym Gone But Not Forgotten? Parents Want More Physical Activity for Kids at School. University of Michigan C.S. Mott Children’s Hospital, April 18 2011. 4 Centers for Disease Control and Prevention. The association between school based physical activity, including physical education, and academic performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010.

07/11 00/00

http://publichealthlawcenter.org/topics/active-living/school-policies�

http://www.cdc.gov/healthyyouth/healthtopics/wellness.htm�

http://www.prevent.org/data/files/initiatives/schoolpe.pdf�

http://www.csba.org/pab.aspx�

Tab 11: Bibliography of Useful Research Articles

Bibliography of Useful Research Articles

Childhood Obesity in Maine (NICHQ)

The Obesity Epidemic and Maine Students


In This Section T

AB

11 B

iblio

graph

y of U

seful

Research

Articles

Bibliography of Useful Research Articles In an effort to stay fresh and relevant, we are listing articles here that we find most compelling right now. For a even more up-to-date version of our running bibliography, please visit the Research section on our website, www.letsgo.org. If you’d like help getting access to one of the articles listed below, please contact us at [email protected] 207.662.3734. Reports: Action for Healthy Kids. The Learning Connection: The Value of Improving Nutrition and Physical Activity in Our Schools. October 2004. Centers for Disease Control and Prevention. Recommended Community Strategies and Measurements to Prevent Obesity in the United States: Recommendations and Reports . MMWR 2009;58(No. RR-7):1-27. Keener, D., Goodman, K., Lowry, A., Zaro, S., & Kettel Khan, L. Recommended community strategies and measurements to prevent obesity in the United States: Implementation and measurement guide. Atlanta, GA: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention. July 2009. Institute of Medicine of the National Academies. Report Brief—Nutrition Standards for Foods in Schools: Leading the Way Toward Healthier Youth. April 2007. Institute of Medicine of the National Academies.. School Meals: Building Blocks for Healthy Children. Committee on Nutrition Standards for National School Lunch and Breakfast Programs, Food and Nutrition Board. 2010. Robert Wood Johnson Foundation. Policy Brief—Improving Child Nutrition Policy: Insights from National USDA Study of School Food Environments. February 2009. White House Task Force on Childhood Obesity. Solving the Problem of Childhood Obesity within a Generation. May 2010.

Research: Active Living Research. Research Brief — Active Education: Physical Education, Physical Activity and Academic Performance. 2009: 1-8. Austin SB; Kim J; Wiecha J; Troped PJ; Feldman HA; Peterson KE. School-Based Overweight Preventive Intervention Lowers Incidence of Disordered Weight-Control Behaviors in Early Adolescent Girls. Archives of Pediatric Adolescent Medicine. 2007; 161(9):865-869. Centers for Disease Control and Prevention. The association between school-based physical activity, including physical education, and academic performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010. Chomitz, VR, Slining, MM, McGowan, RJ, Mitchell, SE, Dawson, GF, Hacker, KA. Is There a Relationship Between Physical Fitness and Academic Achievement? Positive Results From Public School Children in the Northeastern United States. Journal of School Health. January 2009; 79(1):31-37. Florence MD; Asbridge M; Veugelers PJ. Diet Quality and Academic Performance. Journal of School Health. 2008; 78 (4): 209-215. Von Hippel, PT, Powell, B, Downey, DB, Rowland, NJ. The Effect of School on Overweight in Childhood: Gain in Body Mass Index During the School Year and During Summer Vacation. American Journal of Public Health. April 2007; 97(4): 696-702. For the most up-to-date reports and research, go to www.letsgo.org and click on the Research link.

03/10 R07/11

Childhood Obesity Action Network www.nichq.org/obesityactionnetwork

KEY�POINTS:�� Approximately�42,000�of�140,000�Maine�children�ages�10�17�years�(30.0%)�are�considered�overweight�or�obese�according�to�

BMI�for�age�standards.�� The�prevalence�of�overweight�and�obesity�is�about�one�in�three�for�Maine�children�either�in�poverty�(32.8%)�or�on�public�health�

insurance�(34.2%).�� Among�white�non�Hispanic�children�in�Maine,�29.5%�are�obese�or�overweight,�ranking�the�state�44th�on�this�measure.��Only�

seven�other�states�had�higher�prevalence�rates�among�white�non�Hispanic�children.�� Maine�children�are�less�likely�than�their�counterparts�nationwide�to�be�physically�active�for�at�least�4�days�per�week,�but�they’re�

also�less�likely�to�spend�2�hours�or�more�in�front�of�a�television�or�computer�screen.�

OVERALL�PREVALENCE� MAINE�%� NATIONAL�%�Percentage�of�children�ages�10�17�years�who�are�overweight�or�obese�� 30.0%� 30.6%�

State�Rank�for�overweight�or�obese�children�(1�is�best)� 27� �

Percentage�of�children�ages�6–17�years�who�participate�in�4�or�more�days�of�vigorous�physical�activity�per�week��

57.1%� 59.0%�

Percentage�of�children�ages�6�17�years�who�engage�in�2�or�more�hours�of�screen�time�per�day�(includes�TV,�videos,�computer�games,�etc.)��

38.0%� 44.9%�

� � �DISPARITIES�–�ACROSS�AND�WITHIN�STATES� MAINE�%� NATIONAL�%�%�Overweight�or�Obese�by�Family�Income� � �

��<100%�Federal�Poverty�Level�(FPL)� 32.8%� 39.8%�

��>400�%�FPL� 23.6%� 22.9%�

��Income�Disparity�Ratio� 1.39� 1.74�

��State�Rank�on�Income�Disparity�Ratio�(1�is�best,�39�is�worst)� 6� �

%�Overweight�or�Obese�by�Type�of�Insurance� � �

��Public�Insurance� 34.2%� 39.6%�

��Private�Insurance� 27.4%� 26.7%�

��Insurance�Disparity�Ratio� 1.25� 1.48�

��State�Rank�on�Insurance�Disparity�Ratio�(1�is�best,�49�is�worst)� 6� �

%�Overweight�or�Obese�by�Race� � �

��Black,�non�Hispanic� NA� 41.2%�

��White,�non�Hispanic� 29.5%� 26.6%�

��Race�Disparity�Ratio� NA� 1.55�

��State�Rank�on�Race�Disparity�Ratio�(1�is�best,�23�is�worst)� NA� �

%�Overweight�or�Obese�by�Hispanic�Origin� � �

��Hispanic� NA� 37.7%�

��Non�Hispanic� 30.1%� 29.5%�

��Hispanic�Origin�Disparity�Ratio� NA� 1.28�

��State�Rank�on�Hispanic�Origin�Disparity�Ratio�(1�is�best,�21�is�worst)� NA� �

*�Difference�between�state�and�national�overall�prevalence�is�statistically�significant�at�the�.05�level�of�significance.�NA�–�Not�Available.��Estimates�with�a�relative�standard�error�greater�than�30%,�or�based�on�an�unweighted�sample�of�fewer�than�25�children,�are�considered�unreliable�and�are�not�reported.��State�rankings�on�disparity�ratios�include�only�those�states�with�reliable�estimates�for�both�groups.��Data�Source:�CAHMI/Data�Resource�Center�analysis�of�the�2003�National�Survey�of�Children’s�Health.��Developed�by�the�Child�Policy�Research�Center�and�the�Child�and�Adolescent�Health�Measurement�Initiative/Data�Resource�Center�(www.childhealthdata.org)�on�behalf�of�the�NICHQ�Childhood�Obesity�Action�Network.�

TECHNICAL�NOTES:�The�2003�National�Survey�of�Children’s�Health�(NSCH)�provides�parent�reported�information�on�the�health�and�well�being�of�children�in�each�state�and�nationwide.��Two�important�aspects�of�children’s�health�measured�in�the�survey�are�physical�activity�and�overweight,�which�is�calculated�from�the�child’s�height�and�weight�as�reported�by�the�parent�or�guardian.��Using�survey�results�and�sex�specific�BMI�for�age�growth�charts�developed�by�CDC,�the�prevalence�of�children�with�BMI�scores�in�two�separate�percentile�ranges�(85th�to�95th�and�at�or�above�the�95th)�can�be�estimated.��Children�with�BMI�between�the�85th�and�95th�percentiles�are�classified�as�overweight;�those�with�a�BMI�at�or�above�the�95th�percentile�are�classified�as�obese.��Childhood�and�adolescent�obesity�measures�based�on�parental�report�may�not�accurately�reflect�the�true�prevalence�of�overweight�and�obesity.��However,�previous�research�and�comparisons�of�NSCH�with�data�from�the�National�Health�and�Nutrition�Examination�Surveys�(NHANES)�have�shown�that�parental�reports�are�reliable�and�provide�a�fairly�close�correspondence�for�children�10�17�years�(Ogden�et�al.,�Advance�Data�From�Vital�and�Health�Statistics,�2004).�

�

How much do you know about the childhood obesity epidemic in MAINE?

Childhood Obesity Action Network www.nichq.org/obesityactionnetwork

The�table�below�is�derived�from�the�2007�edition�of�F�as�in�Fat,�published�by�Trust�for�America’s�Health�(www.healthyamericans.org).��The�effectiveness�or�value�of�any�one�state�approach�is�not�known;�the�summary�below�is�intended�only�for�comparing�a�state’s�activities�with�others.��

OBESITY�RELATED�STATE�INITIATIVES�� MAINE� NATIONAL�Snack�and/or�soda�tax� Yes� 17�states�+�D.C.�CDC�state�based�nutrition�and�physical�activity�program� Yes� 28�states�Federal�STEPS�grant�recipient� No� 7�states�Laws�that�limit�liability�for�obesity�and�obesity�related�health�problems� Yes� 24�states�

OBESITY�RELATED�SCHOOL�STANDARDS�� MAINE� NATIONAL�Physical�education�requirement�(Note:�There�is�variation�in�whether�states�enforce�these�standards)� Yes� 50�states�+�D.C.�Health�education�requirement�(Note:�There�is�variation�in�whether�states�enforce�these�standards)� Yes� 48�states�+�D.C.�Nutritional�standards�for�school�meals�and�snacks�that�go�beyond�existing�USDA�requirements� No� 17�states�Nutritional�standards�for�competitive�food�products�sold�a�la�carte,�in�vending�machines,�school�stores�or�at�bake�sales�

Yes� 22�states�

Limitation�(beyond�federal�requirements)�on�when�and�where�competitive�food�products�may�be�sold��

Yes� 26�states�

BMI�or�health�information�collected�(Note:�There�is�variation�in�whether�states�enforce�these�standards)� Yes� 16�states�

2006�OBESITY�RELATED�POLICY�OPTIONS� MAINE� NATIONAL�Provision�for�strengthening�of�private�insurance�coverage�for�obesity�prevention�or�treatment,�especially�for�the�morbidly�obese�(BMI�of�40�or�higher).��Children�may�or�may�not�be�covered.��

No� 8�states�introduced��

Legislation�or�resolutions�to�create�obesity�related�task�forces,�commissions,�studies�or�other�special�programs��

No� 19�states�introduced�

�NOTES:�The�federal�Child�Nutrition�and�WIC�Reauthorization�Act�of�2004�(Public�Law�108��265)�required�each�local�school�district�participating�in�the�National�School�Lunch�and�Breakfast�Program�to�establish�a�local�wellness�policy�by�the�beginning�of�the�2006�2007�school�year.��To�view�model�school�wellness�policies,�see�www.schoolwellnesspolicies.org/.��The�school�board�must�require�all�public�school�students�in�grades�1,�3,�5,�7,�and�9�to�have�their�BMI�measured.��All�data�are�to�be�analyzed�by�an�epidemiologist�or�statistician�in�the�Department�of�Health�and�Human�Services.��Parents�will�be�given�a�confidential�report�concerning�their�child’s�BMI,�an�explanation�of�BMI�as�a�screening�tool,�and�references�to�local�community�programs�for�physical�activity�and�nutrition�resources�(LD�796;�SP�263).��Foods�must�adhere�to�single�serving�standards�established�by�the�FDA.��Carbonated�soft�drinks�of�any�kind�or�candy�cannot�be�sold.��Milk�must�be�1%�fat�or�less.��Juices�must�contain�100%�fruit�or�vegetable�juice�(LD�796).��

�

STATE�OBESITY�PREVALENCE�RANKING�AND�REPORT�CARD�GRADE�FOR�CHILDHOOD�OBESITY�RELATED�ACTIVITIES�

Note:�The�numbers�shown�in�the�map�above�represent�the�state’s�ranking�on�the�prevalence�of�overweight�and�obesity�among�children�ages�10�17.��Utah�ranks�first�with�the�lowest�overweight/obese�prevalence,�while�Kentucky�ranks�50th.��The�child�obesity�report�card�grade�developed�for�each�state�is�a�composite�of�the�state�score�on�five�types�of�childhood�obesity�related�legislation:�(1)�Nutrition�standards�in�schools,�(2)�Vending�machine�prohibitions�in�schools,�(3)�Body�mass�index�measured�in�school,�(4)�Recess�and�physical�education�requirements,�and�(5)�Obesity�programs�and�education.��For�more�information,�see�www.ubalt.edu/experts/obesity/index.html.��

What is MAINE doing about obesity?

The Obesity Epidemic and

Maine Students

What is the problem? The 2009 Maine Youth Risk Behavior Survey indicates that among high school students: Obesity

• 13% were obese (students who were > 95th percentile for body mass index, by age and sex, based on reference data). Unhealthy Dietary Behaviors

• — ate fruits and vegetables less than five times per day during the 7 days before the survey. (1) • 71% ate fruit or drank 100% fruit juices less than two times per day during the 7 days before the survey. • — ate vegetables less than three times per day during the 7 days before the survey. (2) • — drank a can, bottle, or glass of soda or pop at least one time per day during the 7 days before the survey. (3) Physical Inactivity

• 18% did not participate in at least 60 minutes of physical activity on any day during the 7 days before the survey. (4) • 82% were physically active at least 60 minutes per day on less than 7 days during the 7 days before the survey. (4) • 58% did not attend physical education (PE) classes in an average week when they were in school. • 95% did not attend PE classes daily when they were in school. • 25% watched television 3 or more hours per day on an average school day. • 23% used computers 3 or more hours per day on an average school day. (5)

What are the solutions? Better health education • More PE and physical activity programs • Healthier school environments

What is the status? The 2008 Maine School Health Profiles indicates that among high schools:

Health Education • 44% required students to take two or more health

education courses. • 51% taught 14 key nutrition and dietary behavior topics in a

required course. • 49% taught 12 key physical activity topics in a required

course. PE and Physical Activity

• 19% taught a required PE course in all grades in the school. • 58% did not allow students to be exempted from taking a

required PE course for certain reasons. (6) • 75% offered opportunities for all students to participate in

intramural activities or physical activity clubs.

School Environment • 51% did not sell less nutritious foods and beverages anywhere

outside the school food service program. • 20% always offered fruits or nonfried vegetables in vending

machines and school stores, canteens, or snack bars, and during celebrations when foods and beverages are offered.

• 66% prohibited all forms of advertising and promotion of candy, fast food restaurants, or soft drinks in all locations. (7)

• 41% used the School Health Index or a similar selfassessment tool to assess their policies, activities, and programs in physical activity.

• 39% used the School Health Index or a similar selfassessment tool to assess their policies, activities, and programs in nutrition.

1. 100% fruit juice, fruit, green salad, potatoes (excluding French fries, fried potatoes, or potato chips), carrots, or other vegetables. 2. Green salad, potatoes (excluding French fries, fried potatoes, or potato chips), carrots, or other vegetables. 3. Not including diet soda or diet pop. 4. Doing any kind of physical activty that increased their heart rate and made them breathe hard some of the time. 5. Played video or computer games or used a computer for something that was not school work. 6. Enrollment in other courses, participation in school sports, participation in other school activities, participation in community sports activities, high physical fitness competency test score,

participation in vocational training, and participation in community service activities. 7. In school buildings; on school grounds, including on the outside of the school building, on playing fields, or other areas of the campus; on school buses or other vehicles used to transport

students; and in school publications. Data not available.

Where can I get more information? Visit www.cdc.gov/healthyyouth or call 800−CDC−INFO (800−232−4636).

U.S. Department of Health and Human Services Centers for Disease Control and Prevention

National Center for Chronic Disease Prevention and Health Promotion Division of Adolescent and School Health


The Let’s Go! 5210 program strategies are evidence-based and have been recommended in the literature of major health organizations, such as:

Kettel Khan, Laura, et al. “Recommended Community strategies and Measurements to Prevent Obesity in the United States.” MMWR: Morbidity and Mortality Weekly Report 24 Jul. 2009

Increase Availability of Healthier Food and Beverage Choices in Public Service Venues (Schools are a key venue). Improve Availability of Affordable Healthier Food and Beverage Choices in Public Service Venues. Restrict Availability of Less Healthy Foods and Beverages in Public Service Venues. Discourage Consumption of Sugar-Sweetened Beverages. Increase the Amount of Physical Activity in PE Programs in Schools. Increase Opportunities for Extracurricular Physical Activity. Reduce Screen Time in Public Service Venues. Enhance Infrastructure Supporting Bicycling & Walking. Participate in Community Coalitions or Partnerships to Address Obesity.

Robert Wood Johnson Foundation (RWJF) Commission to Build a Healthier America . Beyond Health Care: New Directions to a Healthier America. 2009

Feed children only healthy foods in schools. Schools (K-12) to include time for all children to be physically active every day. Build health into public and private policies and practices.

Barlow SE, and the Expert Committee. Expert Committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child and Adolescent Overweight and Obesity: Summary Report. Pediatrics. 2007; S182.

Consume ≥5 servings of fruits and vegetables every day. Minimize sugar-sweetened beverages, such as soda, sports drinks, and punches. Decrease television viewing (and other forms of screen time) to ≤ 2 hours per day. Be physically active ≥1 hour each day (ME).

The American Academy of Pediatrics Endorses the 5210 Message.

“Obesity and with it diabetes are the only major health problems that are getting worse in this country and they're getting worse rapidly.” Dr. Thomas Frieden, director of Centers for Disease Control and Prevention (CDC)

“...we can't wait for the best possible evidence. We have to act on the best available evidence.” Dr. William Dietz, director of the Division of Nutrition Physical Activity and Obesity, CDC

www.letsgo.org

middle/high toolkit 2014

Documents

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school day

school champion

school staff

school presentations

healthy eating

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