Blue Zones Project® School Pledge Optimize Your School Environment to Better Promote Physical, Social, and Emotional Health Contents What Is Blue Zones Project?

Blue Zones Project® School Pledge Optimize your school environment to better promote physical, social, and emotional health Contents What is Blue Zones Project? ...... 3 Benefits for Schools ...... 3 Steps To Achieve Blue Zones Project Approved™ Status ...... 4 Blue Zones Project School Pledge ...... 5 Becoming Blue Zones Project Approved ...... 5 Description of Blue Zones Project School Pledge Actions ...... 10 Policies ...... 10 Programs ...... 28 References ...... 45

What is Blue Zones Project? Across the globe lie Blue Zones® areas, where people reach age 100 at an astonishing rate. Citizens of places like Sardinia, Italy; Okinawa, Japan; and Loma Linda, California, have maintained their healthy lifestyles for generations. Blue Zones Project® aims to adopt the lifestyle principles of these areas to transform cities and towns into Blue Zones Communities®, where people can live longer, better lives.

Our town is trying to become a Blue Zones Community. Achieving that goal requires schools, worksites, restaurants, grocery stores, and city government to make healthy choices easier through permanent changes to environment, policy, and social networks. If each of these sectors does its part, then we will all share the benefits of living in a community where well-being is a way of life.

Schools play a key role in Blue Zones Project by creating an environment that teaches healthy lifestyle choices today and for years to come. School leaders are in a powerful position to dramatically improve students’ well- being. Our Blue Zones Project team is here to help with our knowledge of evidence-based best practices from around the country that are proven to optimize your school environment to better promote physical, social, and emotional health.

Benefits for Schools • Evidence-based strategies to help children grow up to be healthier, more productive members of society • The implementation of Blue Zones Project policies and programs increase student engagement and excellence in the classroom • Healthier students earn higher test scores, have higher attendance rates, and tend to be better adjusted and socially connected • Education of the entire family about how to improve well-being • Access to Blue Zones Project marketing collateral for classrooms, cafeteria, and hallways to support well-being efforts • Recognition for being part of an important community-wide project to improve well-being

Steps to Achieve Blue Zones Project Approved Status 1. Review the Blue Zones Project® School Pledge, and identify which policies and programs your school already has in place and which new ones you would like to pursue. 2. Pursue the policies and programs you selected using the section entitled “Detailed Descriptions of School Pledge Actions.” 3. Our team is here to help with resources, expertise, and collateral to help you complete the pledge actions. Work with your Blue Zones Project team to get access to the online marketing resource center. If you would like a Blue Zones Project team member to give a presentation to introduce Blue Zones Project to your school, please contact your local team. 4. As you complete pledge actions, document their completion to meet the validation requirements for each pledge action. 5. Collect metrics before and after completing the policies and programs in order to measure the impact they have had (e.g., BMI, kids walking/biking to school, sales of healthier foods in cafeteria, Blue Zones Challenge aggregate reporting, school attendance). 6. When you have implemented all of the policies and programs you selected, contact the Blue Zones Project team member to validate your achievement. Then, celebrate your status as Blue Zones Project Approved™ and encourage other schools to pursue Blue Zones Project Approved status, also! Thank you for helping your community move one step closer to becoming a Blue Zones Community.

Blue Zones Project School Pledge The Blue Zones Project School Pledge enables school leaders to create an environment that instills healthy lifestyle choices today and for years to come. Based on reviewed literature, Blue Zones Project has identified policies and programs schools can pursue to support student well-being. The more you implement, the more you optimize your school environment for better physical, emotional, and social health so students can excel in the classroom.

Becoming Blue Zones Project Approved  Elementary Schools: Earn at least 63 of 95 possible points by implementing and enforcing recommended policies and programs in the School Pledge.

 Middle and High Schools: Earn at least 62 of 94 possible points by implementing and enforcing recommended policies and programs in the School Pledge.

 All Schools: Complete at least one pledge action from each category (Policy and Programs).

*Note: Please review the ‘Descriptions of Blue Zones Project School Pledge Actions beginning on page 10 for detail regarding how to complete a pledge action, why you should complete the pledge action, and our validation requirements. We included this description section to help get you started but please work with your Blue Zones Project team to consider creative thinking when completing a pledge action.

Policy Pledge Actions Implement and enforce at least one policy in this section.

Definitions Implemented and Enforced: School has this written in policy and it is actively being enforced by students, faculty, and staff. Will Implement and Enforce: School either does not have a policy regarding this or the policy is not currently being enforced. By checking this box you are committing to writing and enforcing the policy.

Will Implemented Points Implement and Enforced and Enforce

1. Establish a health-and-wellness council that meets regularly at

the school. 3 

2. Enforce a policy that bans all tobacco products on school property. 3 

3. Discontinue using unhealthy foods for fundraisers. 3 

4. Ensure foods and beverages served outside of school hours meet the USDA Smart Snacks in School nutrition standards, including  after-school fundraisers, concession stands at sporting events, 3 etc.

5. Prohibit the sale and consumption of soda and other sugar- sweetened beverages on campus, including those brought from 4  home. 6. Enhance your lunchroom environment to encourage students to choose healthier foods, such as food placement, posters, and suggestions by cafeteria personnel. 3 

7. Discontinue using food as reward. 3  8. Prohibit unhealthy food and beverage (e.g., sodas, sweets, etc.) advertisements and sponsorship on school property. 3 

9. Update cafeteria equipment to support provision of healthier

foods. 3  10. Integrate physical activity into daily lesson plans outside of physical education class to help students stay focused and energized. 3 

11. Integrate nutrition education into daily lesson plans outside of

health class at every grade level. 3  12. Require that students are physically active during the majority of

time in physical education class. 3  13. Incorporate “lifestyle-focused” activities into your physical

education curriculum. 3  14. Require 150 minutes per week (elementary schools) and 225 minutes per week (middle and high schools) of physical education 3  for all students.

15. Limit vending machine access during the school day to foods that 2  meet USDA Smart Snacks in School nutrition standards.

16. Require students to pay for unhealthy foods in the cafeteria with cash. 2 

17. Prohibit consumption of food and beverages, other than water in classrooms and hallways (see description section for exceptions). 2 

18. Do not use or withhold physical activity as a punishment. 2 

19. Celebrate birthdays and other events involving food no more than once a month. 2 

20. Require 20 minutes of daily recess for students (elementary school

only). 3  21. Offer recess before lunch (elementary school only). 3 

Program Pledge Actions Implement at least one program in this section. Currently Points Will Do Doing 1. Implement a program to teach mindfulness skills to students (Examples: MindUP™, Mindful Schools, Momentous Institute). 3 

2. Implement a Walking School Bus and/or bus-to-walk program. 3 

3. Create and implement a farm-to-school program. 3 

4. Plant and maintain a school garden. 3 

5. Install a salad or fruit-and-vegetable bar in the cafeteria. 3 

6. Establish an in-class breakfast program. 3 

7. Establish a healthy snack or cooking cart program. 3  8. Offer a purpose workshop for juniors or seniors in high school (high

school only). 2  9. Establish a program to help students interact with and research older adults (such as the Legacy Project, found at https://www.bluezones.com/resources/education/legacy- project/ This pledge item is applicable for students in fourth 3  through eighth grade only, and schools may apply it to one, some, or all of these grades as is relevant for each school.

10. Use the Blue Zones Challenge curriculum found at http://www.bluezones.com/challenge/. Aggregate and report classroom outcomes to the Blue Zones Project team. This pledge item is applicable for students in fourth through eighth grade, and schools 3  may apply it to one, some, or all of these grades as is relevant for each school.

11. Create a Blue Zones Project Youth Leadership group for middle school and high school students to identify and implement creative 3  ways to improve student well-being.

12. Train staff including foodservice cooks on whole foods vs. processed foods and healthy meal preparation. 3 

13. Host a family well-being event. 2  14. Establish a volunteer program that partners with local organizations that focuses on supporting children to move naturally. 4 

15. Bonus points: Create and implement a scratch cooking program. 4 

PROPOSE NEW PLEDGE ACTIONS: This section allows you to propose up to three new pledge actions that align with the intent of Blue Zones Project. Please review your validation form for detailed instructions on developing and submitting new pledge actions. Up to three pledge actions can be proposed for a maximum of six total bonus points. Pledge actions will be approved and point value is assigned by the Blue Zones Project team.

16.

17.

18.

TOTAL YOUR POINTS

Points Elementary Schools: Must achieve 63 points or greater to become Currently Doing Blue Zones Project Approved Will Do Middle and High Schools: Must achieve 62 points or greater to Total Points become Blue Zones Project Approved

Description of Blue Zones Project School Pledge Actions

Policy 1. Establish a health-and-wellness council that meets regularly at the school.

How to do it: Engage various stakeholders to establish a wellness council at the individual school level, including principals, food-service staff, transportation staff, teachers, administrators, parents, PTA, booster-club members, athletic directors, food vendors, and students.i Develop a recurring meeting schedule for involved stakeholders and/or committees to regularly discuss progress and future steps. If you work through conflicts early in the process, you’ll have fewer problems as the program develops.

Why do it? Establishing a school wellness council demonstrates an ongoing commitment to promoting students’ health and maintaining a healthy learning environment. The council ensures that the school implements evidence-based health policies and practices that promote and improve the wellness of students, faculty, and staff. It also provides a support structure for the enforcement and continuous review of the wellness policy to make sure it continues to meet the school’s needs. Research has shown that schools with a school wellness council, particularly a district and school wellness council, have less availability of low-nutrient, energy-dense foods and beverages in school vending machines ii versus schools without wellness councils.

Validation Requirement: Submit the minutes of at least three meetings during the year, name and role of each council member, and a description of the impact the council is having on school changes.

Case Study: Bradbury Heights Elementary School, Capital Heights, MD At Bradbury Heights Elementary School, it was physical education teacher Jeff Boteler who worked to bring together the school’s first wellness council. According to Boteler, a supportive administrator and a motivated staff have helped create a wellness council that is both resolute and resilient. Boteler has recognized the need to be creative when it comes to planning meetings. He has asked to meet for fifteen minutes before a regular staff meeting and has held meetings on staff planning days, bringing in lunch items that are in compliance with the Alliance Competitive Food and Beverages Guidelines, which he was able to use as a “teachable moment.” He also realized that it is important not be too hard on people if they could not make a meeting, taking the time to go back to them and fill them in on what they missed. The wellness council now has 10 staff members as well as two parent members. Each has taken on an important role for the council, such as collecting documentation for certain areas, heading an employee wellness committee or recruiting new members. They keep the momentum going by always talking about their work at larger staff meetings and communicating with each other via e-mail or in the hallways. They have worked to set clear expectations for themselves and are working diligently toward their goal of receiving the Healthy Schools Program Bronze Recognition Award this year.

Additional Resources: School Wellness Council Toolkit. Alliance for a Healthier Generation. Includes sample agendas, templates, invitation letters, and guidance on how to convene, plan, and implement action plans. https://schools.healthiergeneration.org/_asset/wwj4dq/SchoolWellnessCouncilToolkit.pdf

Creating and Sustaining a School Health Council. Public Health Law Center. Includes policy language superintendents can use to develop a school health council and language that can be incorporated into a school board wellness policy relating to school health councils. http://publichealthlawcenter.org/sites/default/files/resources/Creating%20and%20Sustaining%20a%20School%20Heal th%20Council.pdf

2. Enforce a policy that bans all tobacco products on school property

How to do it: Adopt and enforce a 100 percent tobacco-free (including e-cigarettes) policy that applies to students, staff, and visitors; includes all school property, events, and transportation; and is in effect 24 hours a day, 365 days a year. This means prohibiting the use of tobacco products on school grounds by anyone, anywhere, anytime. The policy should also include language regarding enforcement, prevention and treatment services, and language pertaining to communication of the policy, surveillance or updating, and rationale of the policy. Work with your school wellness committee to secure school board approval for a tobacco-free policy to be integrated into the school wellness policy. Educate students, staff, and parents about the change in policy.

Why do it? In 2009, 23.9 percent of high school students and 8.2 percent of middle school students reported current use of a tobacco product.iii Tobacco-free school policies reinforce tobacco-free norms and influence current and future tobacco usage.iv The Surgeon General reports that school policies and programs, when paired with community and media campaigns, can help avoid a lifelong smoking habit before it starts.

Validation Requirement: Provide the policy that prohibits smoking on all school property. Policy must include gold- standard components in the areas of environment, enforcement, prevention and treatment, policy organization, and management as defined below.

vi Tobacco Policy Gold-Standard Components a. Tobacco-free environment Policy requires application to each of the following: . Applies to students, staff, and visitors/contractors/patrons . Applies on all school campuses, property, and grounds . Applies in all district-owned vehicles and all vehicles on school property . Applies at all school-sponsored events and meetings on and off campus . Prohibits possession for all students and anyone under 18 years of age . Applies 24 hours a day/365 days a year

b. Enforcement Policy requires discussion of each of these items: . Prohibition of advertising in the form of tobacco industry sponsorship (e.g., contributions, financial support, material paid for or produced by the tobacco industry) . Designated individual(s) to enforce written and disciplinary consequences of policy violation(s) . Specific consequences according to grade level, number of offenses, and communication to

parents/guardians about offenses for possession or usage of any tobacco product(s) . Cessation and/or education for offenses by students and employees, not just punitive measures . Specific dress code prohibiting the display of tobacco industry brand names, logos, and other identifiers for students and staff

c. Prevention and Treatment Services Policy requires Tobacco Prevention Curriculum . Cross-curricular, age-appropriate educational opportunities about tobacco use and prevention in the health curriculum for students . Tobacco-use cessation programs offered by the school for students and staff and/or referral to outside tobacco-use cessation program(s) Policy requires Tobacco-Use Cessation . The school offers tobacco-use cessation programs for students and staff and/or offers referral to outside tobacco-use cessation program(s)

d. Policy organization Communicating the Policy . A rationale addressing the health and environmental consequences of tobacco products for students, staff, and visitors/contractors/patrons Rationale . A definition of any and all tobacco products Management . Distribute the written tobacco policy to all visitors/contractors/patrons, students, parents/guardians of students, and staff . Distribute policy through student and staff handbooks, parent newsletters, and announcements at school events . Display clearly signage prohibiting use of all tobacco products on campus . State an applicable enforcement date . Designate an identified individual to review and keep the policy current . Reference any additional supporting documents

Sample Policies: New York State Tobacco-Free School Partnership Tobacco-Free School Sample Policy. http://tobaccofreepolicy.org/content/sample-policy

Model Policy for a Tobacco-Free Environment in Minnesota’s K-12 Schools (2011). Public Health Law Center. http://publichealthlawcenter.org/sites/default/files/resources/phlc-fs-tobaccofreek-12school-policy-2011.pdf

Additional Resources: Comprehensive Tobacco-Free School Policy Tool Kit. North Dakota Department of Health Tobacco Prevention & Control Program. August 2010. Includes model language, sample letters to parents, signage, and sample consequences for policy violations. http://www.ndhealth.gov/tobacco/Schools/School%20Policy%20Tool%20Kit.pdf

3. Discontinue using unhealthy foods for fundraisers.

How to do it: Adopt and enforce a healthy fundraising policy at your school that limits school fundraisers to produce (fruits or vegetables), non-food items or activities. Eliminate unhealthy fundraisers like candy, cookie dough, and soft- drink sales. Instead, use fruit or non-food fundraiser ideas such as coupon book/discount-card sales, magazine sales, wrapping-paper sales, fun events, and healthy cookbook sales. According to the Center for Science in the Public Interest, fruit and branded water bottles are some of the most profitable healthy fundraising items, and plants and cookbooks also sell well.

Why do it? The availability of competitive foods (foods sold outside the school lunch program), including foods/beverages used for fundraisers, has been linked to higher intakes of total calories, soft drinks, total and saturated fat, and lower intakes of fruits and vegetables, milk, and key nutrients among students.v When schools participate in junk food fundraisers, they contradict the classroom messages students receive about health. One research study found that a school’s food practices, including using foods/beverages for fundraisers, were associated with student BMI. For every additional food practice permitted at school, students’ BMI increased by 0.10 BMI units.vi Fundraising that involves selling non-food items, such as wrapping paper, candles, or student artwork, can support vii student health.

Validation Requirement: Provide the policy that limits school fundraisers to using produce (fruits or vegetables), non- food items and activities. Describe creative fundraisers you’ve used that follow these criteria.

Sample Policies: Sample School Wellness Policy Language: Healthy Fundraising (2011). Public Health Law Center. http://publichealthlawcenter.org/sites/default/files/resources/ship-fs2-schoolwellnesssamplepolicylanguage- 2011HealthyFundraising.pdf

Additional Resources: Sweet Deals: School Fundraising Can Be Healthy and Profitable. Center for Science in the Public Interest. http://cspinet.org/new/pdf/schoolfundraising.pdf

Ideas for Healthy Fundraising. California Project LEAN (Leaders Encouraging Activity and Nutrition). http://californiaprojectlean.org/docuserfiles//Ideas%20for%20healthy%20fundraising%20fact%20sheet.pdf

4. Ensure all foods and beverages served outside of school hours meet the USDA Smart Snacks in School nutrition standards, including after- school fundraisers, concession stands at sporting events, etc.

How to do it: Adopt and enforce a policy requiring all foods served outside of school hours (including after-school fundraisers, concession stands at sporting events, outdoor vending machines, etc.) meet USDA Smart Snacks in School nutrition standards. Work with your food suppliers to replace all unhealthy items with items that meet the nutrition standards.

Why do it? Students receive inconsistent messages when they are taught about good nutrition and healthy food choices in the classroom but are surrounded by various venues offering primarily less-nutritious foods.viii Many

competitive foods and beverages sold on school grounds after school hours, such as at sporting events, are low in nutrient density and high in fat, sugar, and calories. Research shows that students who attend schools that sell foods with low nutrient density and sugar-sweetened beverages have lower intake of fruits, vegetables, and milk at lunch; ix lower daily intake of fruits and vegetables; and higher daily percentages of calories from total fat and saturated fat.

Validation Requirement: Provide the policy that demonstrates that all foods and beverages served outside of school hours meet the USDA Smart Snacks in School nutrition standards.

Sample Policies: Sample policy language for nutritional quality of foods and beverages sold and served on campus. National Alliance for Nutrition and Activity. http://www.schoolwellnesspolicies.org/WellnessPolicies.html#quality

California SB 12 (Escutia): School Nutrition Standards—Summary. http://www.publichealthadvocacy.org/PDFs/SB12Summary.pdf

Additional Resources: USDA Smart Snacks in School Nutrition Standards. http://www.fns.usda.gov/school-meals/smart-snacks-school

The School Foods Tool Kit. Center for Science in the Public Interest. http://www.cspinet.org/schoolfoodkit/

Competitive Foods and Beverage Toolkit. Alliance for a Healthier Generation. This toolkit provides guidelines for schools to assist them in revising their food and beverage policies in order to promote the consumption of more healthful beverage options among students. http://mcpsonline.org/images/0/0b/CompetitiveFoodsToolkit.pdf

5. Prohibit the sale and consumption of soda and other sugar-sweetened beverages on campus, including those brought from home.

How to do it: Adopt and enforce a policy that prohibits the sale and consumption of sugar-sweetened beverages on campus, including those brought from home. Educate parents, students, and staff about the health impacts of sugar- sweetened beverages. Subsequently inform stakeholders about the policy with sufficient time to allow for the transition. Post signs around the lunchroom to promote healthy eating and enforce that no sugar-sweetened beverages are allowed on campus.

Why do it? On average, youth aged 12-19 years consume 301 kcal per day, or about 13 percent of their total daily energy intake, from sugar-sweetened beverages. Although most consumption occurs at home, on a typical weekday 14-15 percent of calories from sugar-sweetened beverages are consumed in school.x Policies restricting access to sugar-sweetened beverages in middle schools can reduce the percent of students consuming these beverages by 25 percent, and the energy consumed by those students by 30 percent.xi Following implementation of Boston Public Schools Snack and Beverage Policy, which specifically precluded the sale of soft drinks, fruit drinks (i.e., non-100- percent vegetable or fruit juice), and sports drinks anywhere in school buildings or on school campuses, student consumption of these beverages declined, corresponding to a reduction of approximately 45 kcal per day—enough to potentially eliminate 25-40 percent of total excess calories attributed to increasing average body weight among U.S. xii children.

Validation Requirement: Provide the policy that prohibits sale and consumption of sugar-sweetened beverages on campus, including those brought from home. Describe how the policy is enforced.

Sample Policies: School District of Philadelphia Beverage Policy. http://webgui.phila.k12.pa.us/offices/n/nutrition/policies-- procedures/beverage-policy2

Boston Public Schools Nutrition Policy and Guidelines – Vending Machines, A La Carte, and Competitive Foods. FNS- 3. School Year 2011-2012. http://www.bpshealthandwellness.org/wp-content/uploads/2012/06/fns-3_Competitive- Foods_Nutrition_Policy.pdf

Additional Resources: Competitive Foods and Beverage Toolkit: Alliance for a Healthier Generation. This toolkit provides guidelines for schools to assist them in revising their food and beverage policies in order to promote the consumption of more healthful beverage options among students. http://mcpsonline.org/images/0/0b/CompetitiveFoodsToolkit.pdf

Healthy Beverage Toolkit. The Food Trust. http://thefoodtrust.org/uploads/media_items/beverage-policy- tookit.original.pdf

6. Enhance the school lunchroom environment to encourage students to choose healthier foods such as food placement, posters, and suggestions by cafeteria personnel.

How to do it: There are various ways to redesign your lunchroom to encourage students to make healthier food choices. No-cost ideas include simply placing the healthier options first, providing healthy items at the cash register, and asking students if they’d like a piece of fruit while they are checking out. Follow guidelines from Brian Wansink and others at the Cornell Food and Brand Lab that are found on the Smarter Lunchrooms Movement website at http://smarterlunchrooms.org/index.html.

Why do it? Redesigning the school lunchroom is a simple and cost-effective way to nudge students into eating healthier without creating strict policies. Research by Brian Wansink of Cornell University found that simple changes to the lunchroom design tripled salad sales, doubled fruit sales, doubled sales of healthy sandwiches, and reduced the xiii purchase of ice cream.

Validation Requirement: Provide before-and-after photos of the enhanced lunchroom and a detailed description of the changes. Include at least seven of the concepts from http://smarterlunchrooms.org/ideas.

xiv Case Study: Corning, NY, Middle School In a presentation at the 2010 Experimental Biology conference in Anaheim, California, Laura Smith, a researcher at the Cornell Food and Brand Lab, presented findings of the study "Convenience Drives Choice in School Lunchrooms." In a year-long study at a middle school in Corning, New York, researchers examined the effect of moving the salad bar to a more prominent location in the cafeteria. Results show that sales of certain salad-bar items tripled. "It wasn't a big move," Smith explained. "From its original location against a wall, we moved the salad bar out about four feet, in front of the cash registers. By the end of the year, this even led to 6 percent more kids eating school lunches," Smith said. "It's basic behavioral economics—we made it easier for them to make the right choice."

Additional Resources: Official website of the Smarter Lunchrooms Movement. Smarter Lunchrooms Movement. http://smarterlunchrooms.org/index.html

Best practices that are effective at creating an environment that nudges kids toward healthful choices. These best practices are solution-based principles, which focus on specific aspects of the school meal. http://smarterlunchrooms.org/ideas

7. Discontinue using food as reward.

How to do it: Adopt and enforce a policy stating that foods and beverages (including food/beverage coupons) are not to be used as rewards or discipline for academic performance or behavior. Choose rewards that encourage students to engage in healthy behaviors, such as book coupons, sporting equipment, and educational tools.

Why do it? The Institute of Medicine concluded that using food as a reward in schools is inappropriate because it establishes an emotional connection between food and accomplishments.xv Also, rewarding students with food during class reinforces eating outside of meal or snack times. This practice can encourage students to eat treats even when they are not hungry and instill lifetime habits of rewarding or comforting themselves with unhealthy eating, resulting in overconsumption of foods high in added sugar and fat.xvi Offering rewards that are educational or active further encourages a healthy lifestyle for your students.

Validation Requirement: Provide the policy that ensures food and beverages are not used as rewards or discipline for performance or behavior.

Sample Policies: Sample School Wellness Policy Language: No Food as a Reward/Punishment (2011). Public Health Law Center. http://publichealthlawcenter.org/sites/default/files/resources/ship- school%20policy%20language%20no%20food%20reward.pdf

Additional Resources: Alternatives to Using Food as a Reward. Michigan State University Extension program. http://www.michigan.gov/documents/mde/foodrewards_290201_7.pdf

Healthy Alternatives for School Snacks and Rewards. KC Healthy Kids. http://www.kchealthykids.org/Resource_/ResourceArticle/29/File/HealthyAlternativesforSchoolSnacksandRewards.pdf

8. Prohibit unhealthy food and beverage (e.g., sodas, sweets, etc.) advertisements and sponsorship on school property.

How to do it: Adopt and enforce a policy that prohibits all food and beverage advertisements, promotions and sponsorship on school property, or forbids the marketing of products that are not permitted to be sold on campus. Other steps you can take to limit marketing of foods and beverages in school are to decline offers from food and beverage marketers to sponsor before-and-after-school programs; turn down donations (e.g., a new scoreboard with a

beverage company logo on it, or new uniforms for sports teams that display food and beverage logos); and limit or xvii restrict vending machine covers, book covers, and other “giveaways,” from food and beverage companies.

Why do it? Advertisements for less-healthy foods and beverages promote unhealthy food choices and contradict the messages students are receiving at school about healthy eating. Research provides strong evidence that food and beverage marketing influences the preferences and purchase requests of children, influences consumption at least in the short-term, is a likely contributor to less healthful diets, and may contribute to negative diet-related health outcomes and risks among children and youth. xviii Child-targeted food and beverage products have steadily increased over the past decade and are typically high in total calories, sugars, salt, and fat, and low in nutrients. Of the $492 million spent on marketing carbonated beverages, 24 percent of those dollars were spent on in-school marketing, and xix 96 percent of spending specifically targeted adolescents.

Validation Requirement: Provide the policy that prohibits all food and beverage advertisements and sponsorships on campus and forbids marketing of products that are not permitted to be sold on campus.

Sample Policies: District Policy Restricting Food and Beverage Advertising on School Grounds. National Policy and Legal Analysis Network to Prevent Childhood Obesity (NPLAN). http://www.nplanonline.org/sites/phlpnet.org/files/nplan/DistPlcy_Food-Bev_Advrtsng_FINAL.pdf

Additional Resources: First Amendment Implications of Restricting Food and Beverage Marketing in Schools. NPLAN. http://changelabsolutions.org/publications/first-amendment- marketing-in-schools

Captive Kids: Selling Obesity at School. An Action Guide to Stop the Marketing of Unhealthy Foods and Beverages in School. California Project LEAN. http://www.californiaprojectlean.org/docuserfiles//Captive%20Kids2007.pdf

9. Update cafeteria equipment to support provision of healthier foods.

How to do it: Ensure that school cafeteria equipment is updated and adequate to support provision of healthier foods. Eliminate deep fryers and stock the kitchen with equipment conducive to preparing, serving, and storing healthy foods, including fresh fruits and vegetables. Examples of equipment that facilitates provision of healthier foods include ovens, warming cabinets, freezers, milk coolers, sinks for washing fruits and vegetables, chill tables, vegetable steamers, salad bars, preparation tools, warmers, and slicers. In addition to updating equipment, train food-service staff in food safety, food preparation, recipe development, food storage, and healthy cooking methods. If funding is an issue, look into applying for equipment-assistance grants, which are sometimes available through state or federal agencies xciiv.

Why do it? Outdated kitchen equipment, limited and inadequate kitchen facilities, and food budgets are substantial barriers for school nutrition staff members to provide healthy and appealing school meals.xx A small survey of schools Georgia, Kentucky, and Wisconsin found substantial differences between school districts in equipment and preparation methods. Eighty-eight percent of Georgia schools and 77 percent of Kentucky schools use deep-fat fryers versus 7 percent of Wisconsin schools. In addition, 77 percent of Wisconsin schools use salad bars versus only 38 percent of schools in Georgia and Kentucky.xxi In addition to equipment needs, school food-service staff reports a need

for extra training, particularly in the areas of meal quality, food preparation, and skills to meet dietary guidelines. Currently, many school cafeteria workers are trained only in the use of existing school kitchen tools. Staff must be xxii taught how to properly use kitchen equipment needed to bake, grill, and roast healthier meals.

Validation Requirement: Provide photos of equipment that allows for preparation, serving, and storage of healthy foods, including fruits and vegetables. Provide memos describing equipment used and clearly state that there are no deep fryers in the photographed kitchen.

Case Study: Santa Barbara County, CA, s’Cool Food Initiative, “California Schools Move Ahead With Healthier Meals xxiii Despite Backtrack In Congress” One of the most notable examples of schools serving up healthier meals—and making them profitable at the same time—is in Santa Barbara County. Fourteen school districts are participating in s'Cool Food, a 10-year initiative supported by the Orfalea Foundation, a Santa Barbara-focused philanthropy started by Paul Orfalea, the founder of Kinko's. Project director Kathleen de Chadenèdes and her staff determined that the main obstacles to schools offering healthy food were a lack of cooking equipment and untrained cafeteria staff. So s'Cool Food set up "cooking camps," run by chefs, to show cafeteria staff how to cook from scratch. The project then provided these staff with the equipment they needed to put into practice what they had learned. With these initial costs footed by the Orfalea Foundation, districts have been able to operate in the black. Nancy Weiss is a chef and director of the Department of Nutrition for Santa Barbara School Districts, which includes Santa Barbara Elementary School District and Santa Barbara Secondary School District. A little more than half of the elementary-school children receive free or reduced-priced meals, and about 30 percent of the secondary students do. Weiss says she was able to turn a heat-and-serve school-meals program that was losing money into a homemade food enterprise with a budget surplus. The main ways she has saved money are by eliminating middlemen in purchasing food and by focusing staff time on cooking.

Additional Resources: Equipment Purchasing and Facility Design for School Nutrition Programs. National Food Service Management Institute. This site provides links to numerous resources for School Nutrition Directors for planning equipment and facility needs. http://www.nfsmi.org/ResourceOverview.aspx?ID=273

USDA Team Nutrition Grant Program to Provide Training and Technical Assistance to Food Service Professionals. http://www.fns.usda.gov/team-nutrition

10. Integrate physical activity into daily lesson plans outside of physical education class.

How to do it: Incorporate physical activity as a learning tool into daily lesson plans throughout the school day. For example, offer physical activity in the classroom as part of planned lessons that teach mathematics, language arts, and other academic subjects. Additionally, incorporate at least 10 minutes of stretching, walking, or other activities into students’ daily classroom experience.

Why do it? Physical activity and stretch breaks during the school day can improve grades, increase concentration, and improve math, reading, and writing test scores.xxiv Additionally, research shows that including 10-minute activity xxv breaks on a daily basis can promote improvement across these areas by up to 20 percent.

Validation Requirements: Provide, for each grade level, examples and photos that demonstrate how physical activity is incorporated into daily lesson plans and describe why this is contributing to a change of culture for the students.

xxvi Case Study: “Take 10” Program in Lexington Public Schools, Nebraska The Community Fitness Initiative partnered with Lexington Public Schools and the University of Nebraska at Kearney to bring more physical activity into elementary school classrooms. The primary goal of the program is to ensure every student in the Lexington Public School system receives the recommended 60 minutes of moderate- intensity physical activity during each school day as part of a larger community effort to reduce the childhood overweight and obesity rates in Lexington. As part of the initiative, elementary-school students in Lexington participate in "Take 10," a 10-minute physical activity break done in the classroom twice daily to give students more physical activity time outside of PE class. The "Take 10" breaks are utilized in the classroom to reinforce academic concepts, transition between subjects, or to revitalize students throughout the day. Each "Take 10" break is designed to grade-appropriate curriculum set to a wide variety of physical activities. For example, the kindergarten class may stand in a circle and do certain actions and movements to a song. The first-grade teacher may read a book aloud to the class after assigning actions to words that begin with a certain letter or letters in the alphabet, such as jumping when they hear a word that starts with the letter "J" or touching toes when they hear a word that starts with the letter "T". Fourth graders might pair up and do squats facing each other, while one partner names one of the 50 states and the other partner responds with the capital of that state.

Additional Resources: Energizers: Classroom-Based Physical Activities. North Carolina Department of Public Instruction. Energizers, typically a 10-minute burst of classroom physical activity, allow teachers to integrate physical activity into academic concepts to keep students active and engaged. This website provides a description of how to conduct energizers and provides examples of how to incorporate them into existing curricula. http://www.eatbettermovemore.org/sa/enact/school/documents/afterschool.pa.programs.K-5-Energizers.pdf

Brain Breaks. A physical activity idea booklet for elementary-school teachers developed by teacher-education students from Albion College, Concordia University, and the University of Michigan to help increase the number of physical activities implemented into the elementary classroom. Domains addressed in the Brain Breaks booklet include cognitive, psychomotor skills, fitness, and psychosocial activities. http://emc.cmich.edu/EMC_Orchard/brain-breaks Go Noodle Get your kids moving with the free classroom resource Go Noodle (https://www.gonoodle.com/) that provides interactive and easy ways to get kids moving and improve moods. Let’s Move! America’s move to raise a healthier generation of kids. Combining comprehensive strategies with common sense, Let’s Move! is about putting children on the path to a healthy future during their earliest months and years. Giving parents helpful information and fostering environments that support healthy choices. Providing healthier foods in our schools. Ensuring that every family has access to healthy, affordable food. And, helping children become more physically active.

11. Integrate nutrition education into the daily lesson plans outside of health class at every grade level.

How to do it: Incorporate nutrition lessons into the required courses for every student in every grade. Examples of ways to integrate nutrition education into subjects outside of health education include the following ideas:

• Math lessons on nutrient analysis • Family and consumer science courses on cooking skills • Math lessons using use information from nutrition labels to teach multiplication • Language arts lessons analyzing food advertisements • Science lessons classifying foods and nutrients, including lessons on the importance of each nutrient in the human body, food spoilage, and food preservation • History lessons comparing the diet of the early pioneers with the average American diet today • Geography lessons studying where different foods are produced, their importance in nutrition, and different ways in which foods are transported, packaged, and marketed

Why do it? Nutrition education is important in teaching healthy eating habits and reinforcing the healthy changes made in the school. Research validates that behavioral change correlates positively with the amount of nutrition instruction received.xxvii However, the median hours per year of nutrition education offered in schools is only estimated to be five for elementary schools, four for middle schools, and five for high schools.xxviii Studies at the elementary level found school-based interventions that included integrating nutrition education into other subjects were associated with significant shifts in body mass index to a healthy range; better academic achievement; improved nutrition-related behaviors (e.g., increased fruit and vegetable intake, acceptance of skim or low-fat milk); and improved nutrition- xxix related knowledge (e.g., food guide pyramid, fat in foods).

Validation Requirement: Provide, for each grade level, examples and photos that demonstrate how nutrition is incorporated into lesson plans and describe why you believe this is contributing to a change of culture for the students.

Case Study: John F. Kennedy Learning Center, Dallas, TX, “Dallas Schools Focus on Staff Wellness, Parent Involvement xxx and Nutrition Education” Working quickly to mobilize healthy changes, nurse Linda Jones is working with her school wellness council colleagues to integrate health and nutrition education into all subject areas. They have found exciting lesson plans that align with the state standards for each grade and subject area on the Nutrition Education of Texas website. Jones has taken it upon herself to find the materials and deliver them to teachers, and she offers to facilitate sessions in the classrooms as well. The school is also participating in the USDA Fresh Fruit and Vegetable Program where students receive a different fresh fruit or vegetable every week. This program helps expose students to new foods they may not otherwise eat and increases their fruit and vegetable intake. Jones said that parents have asked her why other schools are not doing more to address the childhood obesity problem. She feels fortunate to have strong support from her principal, Jon Rice, as well as parents and other school leaders. “Our job is to push against obesity—we can empower students to lead happier, healthy lives,” she said. “The kids are hungry for knowledge about how to live a healthy life. They soak it up!”

Additional Resources: U.S. Department of Agriculture Nutrition Education Professional and Career Resources. Site includes a variety of lesson plans/curricula as well as organizations/companies that provide nutrition education materials and resources. http://fnic.nal.usda.gov/professional-and-career-resources/nutrition-education

U.S. Department of Agriculture Team Nutrition Website. Lists nutrition education curricula and links to them. http://www.fns.usda.gov/tn/

12. Require that students are physically active during the majority of time in physical education class.

How to do it: Adopt and enforce a policy that requires students to be active for at least 50 percent of the time they are in physical education (PE) class. Even if students participate in daily physical education, they might not always be active during class. Increase the amount of time children are physically active in class by increasing the number of children moving as part of a game or activity (e.g., by modifying game rules so that more students are moving at any given time or by changing activities to those where all participants stay active) and increasing the amount of moderate to vigorous xxxi activity during class time.

Why do it? Even when PE classes are required in school, students are not necessarily physically active during those classes. Observational studies of students’ physical-activity levels during PE class indicated that students were not moderately to vigorously physically active for at least 50 percent of class time. xxxii Physical-education teachers often use too much class time for activities related to administrative and management tasks (e.g., taking attendance and making announcements) that do not facilitate moderate to vigorous physical activity.xxxiii Modifying physical-education curricula to increase the amount of time that students are active in PE class was found to increase aerobic fitness xxxiv among school-aged children by 8 percent.

Validation Requirement: Provide the policy that requires students to be active for more than 50 percent of the time they are in physical education class.

Sample Policies: National Alliance for Nutrition and Activity Model School Wellness Policies. “Students will spend at least 50 percent of physical education class time participating in moderate to vigorous physical activity.” http://www.schoolwellnesspolicies.org/WellnessPolicies.html#opportunities

Additional Resources: Curricular and instructional changes that increase the likelihood of keeping students active during the majority of class time. CDC School Health Guidelines to Promote Healthy Eating and Physical Activity (Pages 30-31). http://www.cdc.gov/mmwr/pdf/rr/rr6005.pdf

13. Incorporate “lifestyle-focused” activities into your school’s physical-education curriculum.

How to do it: Rework the PE curriculum to emphasize non-team activities, such as walking, cycling, weight training, social dance, snowshoeing, weight training, swimming, Pilates, cross-country skiing, in-line skating, hiking, tai chi, jump rope, martial arts, and aerobic dance.

Why do it? Students spend more time moving in classes that emphasize lifestyle activities, spend less time changing clothes, and enter into more play. Overweight children lost significantly more body fat and showed improved cardiovascular health when they performed lifetime sports as curriculum compared to team sports.xxxv Students also spend more time in target heart rate zones when participating in lifestyle activities compared to individual and team xxxvi activities. Copyright © 2015 Blue Zones, LLC and Healthways, Inc. All rights reserved. Release Date 8/06/15 21

Validation Requirement: Describe how lifestyle sports have been incorporated into your PE curriculum. Include explanations of how they have been applied at each grade level, at what frequency and why you think this is meaningful.

xxxvii Case Study: Long Island School Districts Several school districts across Long Island adopted new wellness policies in an effort to generate enthusiasm for lifelong sports and skills. The curriculum replaces team sports with more lifestyle-oriented activities, such as cycling, yoga, and aerobics. The upgrade to the districts’ physical education followed the Centers for Disease Control report that pointed to alarming obesity rates that have more than tripled since the 1980s. To read the New York Times article on this shift, go to http://www.nytimes.com/2009/01/11/nyregion/long-island/11gymli.html?_r=0

Additional Resources: Guidelines for School and Community Programs to Promote Lifelong Physical Activity Among Young People. Centers for Disease Control and Prevention. http://www.cdc.gov/mmwr/preview/mmwrhtml/00046823.htm

14. Require 150 minutes per week (elementary schools) and 225 minutes per week (middle and high schools) of physical education for all students.

How to do it: Adopt and enforce a policy that requires 150 minutes per week of physical education in elementary schools and 225 minutes of physical education per week in middle and high schools. Activity must be in addition to recess and may accommodate tracked activity outside of organized PE class.

Why do it? Despite the U.S. Department of Health and Human Services recommendation that children and adolescents engage in at least 60 minutes of physical activity daily, in 2006 only 4 percent of elementary schools, 8 percent of middle schools, and 2 percent of high schools provided daily physical education for the entire school year for students in all grades in the school.xxxviii At the beginning of the 2007–2008 school year, only 3-4 percent of all students were enrolled in a district with a strong wellness policy that required the National Association for Sport and Physical Education (NASPE)-recommended amount of weekly physical education be provided (150 minutes per week for elementary students and 225 minutes per week for middle and high school students).xxxix Research has shown that increasing the required amount of physical activity in schools leads to improved fitness and academic performance in xl students.

Validation Requirement: Provide the policy that requires 150 minutes per week of physical education in elementary schools and 225 minutes in middle and high schools. Activity must be in addition to recess. Policy may accommodate coordinated and tracked activity outside of organized PE classes. Please include the criteria that guide what types of activity can be counted. Provide a description for how the policy is put into practice.

Sample Policies: Sample policy language under “Daily Physical Education (P.E.) K-12.” National Alliance for Nutrition and Activity Model School Wellness Policies. http://www.schoolwellnesspolicies.org/WellnessPolicies.html#opportunities

Additional Resources: Position Statement, Comprehensive Physical Activity Programs. NASPE. This document provides school officials with NASPE’s position statement on quality physical-activity programs in schools. http://www.shapeamerica.org/admin/loader.cfm?csModule=security/getfile&pageid=4575

15. Limit vending-machine access during the school day to foods that meet USDA Smart Snacks in School nutrition standards.

How to do it: Adopt and enforce a policy to limit vending-machine access during the school day to foods that meet USDA Smart Snacks in School nutrition standards. Turn off food and beverage vending machines during regular school hours or replace the contents to foods that meet USDA Smart Snacks in School nutrition standards. If necessary, rework vending contracts to get this accomplished.

Why do it? Food availability is one of the strongest correlations to food choices made by children and adolescents. Access to sugar-sweetened beverages in vending machines increases the odds of consuming any sugar-sweetened beverage in or out of school by 40 percent a week.xli Increasing the availability and attractiveness of healthy options and restricting the availability of less-healthy food and beverages is a promising strategy for encouraging healthy food choices in a school setting.xlii Limiting the hours of operation of soft-drink vending machines is associated with fewer student purchases of soft drinks from vending machines.xliii Other studies have found that restricting access to snack foods in vending machines in elementary school is associated with more frequent fruit and vegetable consumption.xliv

Validation Requirement: Provide the policy that limits the operational hours of vending machines to after the school day ends or provide evidence that the contents of the vending machines meet USDA Smart Snacks in School nutrition standards.

Sample Policies: Requirements for Beverage Sales: Vending Machine Policy. California Senate Bill 677 (Ortiz), Chapter 415, Statutes of 2003. http://www.cde.ca.gov/ls/nu/sn/mb05109.asp

Additional Resources: Competitive Foods and Beverage Toolkit. Alliance for a Healthier Generation. This toolkit provides guidelines for schools to assist them in revising their beverage policies in order to promote the consumption of more healthful beverage options among students. http://mcpsonline.org/images/0/0b/CompetitiveFoodsToolkit.pdf

16. Require students to pay for unhealthy foods in the cafeteria with cash.

How to do it: Work with vendors and cafeteria personnel to transition to a cash-only payment system for unhealthy foods in your cafeteria. In advance of the transition, ensure that parents and students are well-informed of the new requirement that students pay for unhealthy foods with cash, not debit cards.

Why do it? Research by Dr. Brian Wansink, Director of the Cornell Food and Brand Lab, has found that the type of payment system in a school cafeteria (cash only vs. cash or debit vs. debit only) can have a profound impact on whether students choose less-healthy foods or more-healthy foods. A 2013 study by Dr. Wansink found that students who had the option to pay with cash purchased more fruits and vegetables and consumed fewer calories from less- Copyright © 2015 Blue Zones, LLC and Healthways, Inc. All rights reserved. Release Date 8/06/15 23

healthy items (fries, candy) than students who did not have a cash payment option. xlv Students in schools with a debit- only system consumed an average of 441 calories from junk food like candy, desserts, cheeseburgers, and fries compared to 378 calories consumed by students who had a cash-payment option. Another study of students in a college cafeteria found that requiring students to pay for unhealthy foods with cash makes them think twice about what they are consuming. When students were allowed to use prepaid debit cards for healthy items only and made to pay for unhealthy items with cash, they not only consumed fewer unhealthy items but they consumed almost twice as many healthy items as students with no restrictions on what they could purchase with their debit card.xlvi Furthermore, requiring students to pay for unhealthy foods with cash does not appear to hurt revenue.

Validation Requirement: Describe the cash-only payment system for unhealthy foods in your cafeteria. When available, provide metrics on the number of unhealthy food items (chips, fries, etc.) and healthy food items (fruits, vegetables, salads) that were purchased before and after the requirement that students pay for unhealthy foods with cash.

Case Study: Cornell University, Ithaca, NY, “Behavioral Economic Concepts to Encourage Healthy Eating in School xlviii Cafeterias” In experiments involving college students at Cornell University, it was found that students using an unrestricted debit card (could be used for any menu item) were significantly more likely to purchase a brownie (about 25 percent more likely) and a soda (about 27 percent more likely) but less likely to buy skim milk (about 7 percent less likely) than those using cash. Students using the unrestricted card were also more likely to buy less-healthy (though similarly priced) side items and desserts than those using cash. Students using the unrestricted debit card consumed significantly more calories than students using cash or restricted debit cards (prepaid cards to be used for more healthful items only). Although students using the unrestricted card consumed the most calories at lunch, they got the fewest calories from more nutritious foods. In comparison, those using the restricted card consumed the fewest calories overall but consumed more calories from more nutritious foods. Students using the restricted card also consumed significantly less added sugar, total fat, saturated fat, and caffeine. Allowing individuals or parents of younger school-aged children to prepay for a restricted set of approved foods may result in increased consumption of healthful foods.

Additional Resources: Smarter Lunchrooms website. http://smarterlunchrooms.org/index.html

Smarter Lunchrooms: Using Behavioral Economics to Improve Meal Selection. Choices, 3rd Quarter, 2009. Volume 24, Issue 3. http://www.choicesmagazine.org/magazine/pdf/article_87.pdf

17. Prohibit consumption of food and beverages, other than water, in classrooms and hallways. (see description section for exceptions).

How to do it: Adopt and enforce a policy that prohibits the consumption of food and beverages (other than water) in hallways and classrooms during the school day. Post signs in hallways, classrooms, and above garbage receptacles reminding students that food and beverages (other than water) cannot be consumed in the classrooms or hallways. Train staff members to abide by and enforce the policy with students. Exceptions: Designated school snack times that meet the USDA Smart Snacks in School nutrition standards and schools participating in a ‘Breakfast in Classroom’

initiativexlix

Why do it? Allowing students to eat and drink at will throughout the school day may promote consumption of foods and beverages high in calories and low in nutrients, or “junk food.” Research suggests that allowing snacking in xlix hallways and classrooms is associated with increased BMI among students.

Validation Requirement: Provide the policy that prohibits the consumption of food and beverages in hallways and classrooms and describe how the policy is enforced. Sample Policies: Martin County West (MN) Draft Wellness Policy (page 5 “Food and Beverages Available Throughout the School Day). http://www.health.state.mn.us/divs/oshii/cppw/ppts/wedAM/MCWdraftpolicyrevision5-24-11.docx

Additional Resources: ENACT Strategy: Food Policy. Strategic Alliance for Healthy Food and Activity Environments. School Food Environment. This website provides numerous resources for schools, including links to programs, tools, sample policies, and evidence-base for adopting comprehensive school nutrition policies. http://eatbettermovemore.org/sa/enact/school/school_snacks_2b.php

18. Do not use or withhold physical activity as punishment.

How to do it: Adopt and enforce a policy that prohibits using physical activity or withholding physical activity as punishment.

Why do it? Disciplining students for unacceptable behavior or academic performance by not allowing them to participate in recess or PE class prevents students from accumulating valuable free-time physical activity and essential physical-activity knowledge and skills.l Using physical activity as punishment also creates negative associations with physical activity.li In 2006, 32 percent of schools nationwide allowed school staff members to use physical activity (e.g., running laps or doing push-ups) to punish students for bad behavior. In 23 percent of schools, staff members were lii allowed to exclude students from all or part of PE class as punishment for bad behavior in another class.

Validation Requirement: Provide the policy that prohibits using physical activity or withholding physical activity as punishment.

Sample Policies: Sample policy language under “Physical Activity and Punishment.” National Alliance for Nutrition and Activity Model School Wellness Policies. http://www.schoolwellnesspolicies.org/WellnessPolicies.html#opportunities

Additional Resources: Position Statement: Physical Activity Used as Punishment and/or Behavior Management (2009). NASPE. http://www.shapeamerica.org/advocacy/positionstatements/pa/loader.cfm?csModule=security/getfile&pageid=4737

60 Alternatives to Withholding Recess. Peaceful Playgrounds. http://www.peacefulplaygrounds.com/pdf/recess- alt.pdf Copyright © 2015 Blue Zones, LLC and Healthways, Inc. All rights reserved. Release Date 8/06/15 25

19. Celebrate birthdays and other events involving food no more than once a month.

How to do it: Adopt and enforce a policy that limits classroom celebrations involving food—such as birthday celebrations—to once per month. Having just one healthy celebration for all birthdays each month ensures a unique event and less interruption to teaching time. Taste-testing of fruits and vegetables as part of a farm-to-school program or nutrition curriculum does not apply to the once-a-month limit on celebrations involving food. Have each teacher pick a day each month to celebrate all birthdays and holidays for that month. When planning these celebrations, include healthy snacks and/or an activity that gets students moving to reinforce healthy behaviors. A unique way to celebrate occasions is to choose a theme for the month and encourage students to bring in healthy foods or activities to go along with that theme.

Why do it? Celebrating every birthday and holiday with a food-based event reinforces students’ unhealthy habits. Foods and beverages consumed during classroom celebrations have the potential to contribute a considerable percentage of calories toward daily energy needs in students.liii One study found that the majority of foods and beverages offered during classroom birthday celebrations were low-nutrient, energy-dense treats like cupcakes, ice cream, candy, etc. On average, elementary-school students consumed between 260–344 kcal (20-35 percent of their daily estimated energy needs) during these classroom celebrations.liv Limiting the frequency of these parties and/or setting nutritional standards for foods allowed at classroom parties are a couple ways of reducing consumption of low- nutrient, energy-dense foods in school children.

Validation Requirement: Provide the policy that limits classroom celebrations involving food to once per month.

Sample Policies: Charlottesville City Schools Wellness Policy. http://www.ccs.k12.va.us/policy/SectionJ/Regulations/JHCF-R.pdf (page 3)

Additional Resources: Healthy Celebrations: Promoting a Healthy School Environment. Connecticut State Department of Education. Ideas for healthy celebrations. http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Student/NutritionEd/Healthy_Celebrations.pdf

Sample Notice to parents: Birthday Treat Policy Change. Montgomery Elementary. http://www.montgomerypta.com/2011/08/08/birthday-treat-policy-change/

Food in the Classroom Policy - FAQs. Arlington Public Schools. http://www.apsva.us/cms/lib2/VA01000586/Centricity/Domain/1219/11-FoodPolicyFAQ--0921.pdf

20. Require 20 minutes of daily recess for students (elementary school only).

How to do it: Adopt and enforce a policy that requires at least one daily 20-minute period of recess for all elementary- school students. Recess should not replace physical education or be used to meet time requirements set forth in physical-education policies.

Why do it? There is substantial evidence that recess—supervised, unstructured recess that offers children the opportunity to actually play—is beneficial for the whole child in that it promotes cognitive, social, emotional, and physical development and functioning.lv Participation in recess is associated with academic benefits, such as improving attentiveness, concentration, behavior, and time on-task in the classroom.lvi Recess also allows children the opportunity to practice life skills, such as cooperation, taking turns, following rules, sharing, communication, negotiation, problem solving, and conflict resolution.lvii Furthermore, participation in daily recess can make an important contribution toward meeting the national recommendation that school-aged children and youth should participate in at least 60 minutes per day of moderate to vigorous physical activity.lviii In 2006, 26 percent of elementary schools did not provide regularly scheduled recess for students in all grades in school, and a majority of states (83 percent) had no daily recess policy and less than half offered some kind of policy addressing the recommended 150 min/week of physical education for elementary students.lix Schools in states with policies encouraging daily recess had higher odds of having 20 minutes of lx recess daily.

Validation Requirement: Provide the policy that documents a regularly scheduled 20-minute recess during the elementary-school day. Recess should not replace physical education or be used to meet time requirements set forth in physical-education policies.

Sample Policies: Sample policy language under “Daily Recess.” National Alliance for Nutrition and Activity Model School Wellness Policies. http://www.schoolwellnesspolicies.org/WellnessPolicies.html#opportunities

Additional Resources: Position Statement: Recess for Elementary School Students (2006). NASPE. http://www.shapeamerica.org/advocacy/positionstatements/pa/loader.cfm?csModule=security/getfile&pageid=4630

Recess Rules: Why the undervalued playtime may be America’s best investment for healthy kids and healthy schools (2007). Robert Wood Johnson Foundation Report. https://folio.iupui.edu/handle/10244/583

21. Offer recess before lunch (elementary school only).

How to do it: Adopt and enforce a policy that requires recess before lunch. First, educate and get support from school staff about offering recess before lunch. Then, involve students, parents, and staff in the planning efforts—including a new schedule and how you will address barriers, such as hand washing, scheduling of lunch times and eating spaces, supervision issues, cafeteria, playground, and hallway flow patterns. Start with a limited pilot program or trial period, then monitor and adjust as needed.

Why do it? Studies have shown that when children have recess before lunch they eat significantly more food and nutrients while wasting less food.lxi In addition, recess before lunch can lead to improvements in the cafeteria environment (more relaxed, quiet atmosphere); reduction in discipline problems on the playground, in the lunchroom, lxii and in the classroom; and children return to class more settled, calm, and ready to learn.

Validation Requirement: Provide the daily schedule that demonstrates recess is scheduled prior to lunch. Describe how it is implemented at each grade level. Copyright © 2015 Blue Zones, LLC and Healthways, Inc. All rights reserved. Release Date 8/06/15 27

lxiii Case Study: Scottsdale, Arizona, “Play, Then Eat: Shift May Bring Gains at School” One of the earliest schools to adopt the idea [of recess before lunch] was North Ranch Elementary in Scottsdale, Arizona. About nine years ago, the school nurse suggested the change, and the school conducted a pilot study, tracking food waste and visits to the nurse along with anecdotal reports on student behavior. By the end of the year, nurse visits had dropped 40 percent, with fewer headaches and stomachaches. One child told school workers that he was happy he didn’t throw up anymore at recess. Other children had been rushing through lunch to get to the playground sooner, leaving much uneaten. After the switch, food waste declined and children were less likely to become hungry or feel sick later in the day. And to the surprise of school officials, moving recess before lunch ended up adding about15 minutes of classroom instruction. In the Arizona heat, “kids needed a cool-down period before they could start academic work,” said the principal, Sarah Hartley. “We saved 15 minutes every day,” Dr. Hartley continued, “because kids could play, then go into the cafeteria and eat and cool down, and come back to the classroom and start academic work immediately.” Since that pilot program, 18 of the district’s 31 schools have adopted “recess before lunch.” The switch did pose some challenges. Because children were coming straight from the playground, the school had to install hand sanitizers in the lunchroom. And until the lunch system was computerized, the school had to distribute children’s lunch cards as they returned from recess.

Additional Resources: A Recess Before-Lunch Policy Implementation Guide. Montana Team Nutrition Program, Office of Public Instruction School Nutrition Programs, September 2003. http://opi.mt.gov/pdf/schoolfood/RBL/RBLGuide2008.pdf

Recess Before Lunch: How to do it and why you should. Peaceful Playgrounds. http://www.peacefulplaygrounds.com/recess-before-lunch.htm

Programs TM 1. Implement a program to teach mindfulness skills to students (Example: MindUp or Mindful Schools).

How to do it: Implement a program to teach mindfulness skills to students. Some examples of mindfulness practice include becoming aware of the breath, feeling the various physical sensations of an emotion, and noticing thoughts as they pass through the mind.

Why do it? Mindfulness is paying attention to the here and now with kindness and curiosity.lxiv Research suggests that teaching mindfulness skills to students increases attention and improves social skills, while decreasing test anxiety.lxv It also increases a sense of calm, connection to nature, and improves sleep.lxvi As a result, there is an increase in self- regulatory abilities in preschool and elementary-school students.lxvii This skill allows children to better cope with the stress and noise inherent in life.

Validation Requirement: Provide a description of the program, including names and positions of teachers who have been trained to deliver the program, name of curriculum, grade levels, frequency, and testimonials.

Case Study: Piedmont Avenue Elementary School, Oakland, CA, “In the Classroom, a New Focus on Quieting the Mind”lxviii Copyright © 2015 Blue Zones, LLC and Healthways, Inc. All rights reserved. Release Date 8/06/15 28

The lesson began with the striking of a Tibetan singing bowl to induce mindful awareness. With the sound of their new school bell, the fifth graders at Piedmont Avenue Elementary School closed their eyes and focused on their breathing, as they tried to imagine “loving kindness” on the playground. “I was losing at baseball and I was about to throw a bat,” Alex Menton, 11, reported to his classmates the next day. “The mindfulness really helped.” During a five-week pilot program at Piedmont Avenue Elementary, Miss Megan, the “mindful” coach, visited every classroom twice a week, leading 15-minute sessions on how to have “gentle breaths and still bodies.” The sound of the Tibetan bowl reverberated at the start and finish of each lesson. The techniques, among them focused breathing and concentrating on a single object, are loosely adapted from the work of Jon Kabat-Zinn, the molecular biologist who pioneered the secular use of mindfulness at the University of Massachusetts in 1979 to help medical patients cope with chronic pain, anxiety, and depression. Susan Kaiser Greenland, the founder of the InnerKids Foundation, which trains schoolchildren and teachers in the Los Angeles area, calls mindfulness “the new ABC’s—learning and leading a balanced life.” At Stanford, the psychology department is assessing the feasibility of teaching mindfulness to families. “Parents and teachers tell kids 100 times a day to pay attention,” said Philippe R. Goldin, a researcher. “But we never teach them how.” The experiment at Piedmont, whose student body is roughly 65 percent black, 18 percent Latino, and includes a large number of immigrants, is financed by Park Day School, a nearby private school (prompting one teacher to grumble that it was “Cloud Nine-groovy-hippie-liberals bringing ‘enlightenment’ to inner city schools”). But Angela Haick, the principal of Piedmont Avenue, said she was inspired to try it after observing a class at a local middle school. “If we can help children slow down and think,” Dr. Haick said, “they have the answers within themselves.” It seemed alternately loved and ignored, as students in Ms. Graham’s fifth-grade class tried to pay attention to their breath, a calming technique that lasted 20 seconds. Then their coach asked them to “cultivate compassion” by reflecting on their emotions before lashing out at someone on the playground. Tyran Williams defined mindfulness as “not hitting someone in the mouth.” “He doesn’t know what to do with his energy,” his mother, Towana Thomas, said at a session for parents. “But one day after school he told me, ‘I’m taking a moment.’ If it works in a child’s mind—with so much going on—there must be something to it.” Asked their reactions to the sounds of the singing bowl, Yvette Solito, a third grader, wrote that it made her feel “calm, like something on Oprah.” Her classmate Corey Jackson wrote that “it feels like when a bird cracks open its shell.”

Additional Resources: MindUpTM Program. A program of The Hawn Foundation that is anchored in current research in cognitive neuroscience, evidence-based classroom pedagogy, best-practices mindful education, precepts of social and emotional learning, and guiding principles of positive psychology. MindUP™ is a family of social, emotional, and attentional self- regulatory strategies and skills developed for cultivating well-being and emotional balance. http://www.thehawnfoundation.org/mindup

Mindful Schools. A non-profit organization whose mission is to help lead the integration of mindfulness into education, Mindful Schools offers in-class instruction, professional training, and other resources to support mindfulness in education. http://www.mindfulschools.org/

Momentous Institute. As a leading provider of therapeutic and education services, Momentous Institute impacts 6,000 kids and family members each year. We tailor our approach to the specific needs of each child and their family situation and focus on building and repairing social emotional health — developing kids who become self-regulated, good communicators, problem-solvers, empathetic, grateful, gritty and optimistic. http://www.momentousinstitute.org/

2. Implement a Walking School Bus and/or bus-to-walk program.

How to do it: Use the resources provided in the Walking School Bus Playbook. General steps to follow include meeting with school leaders to get support, organizing parents to solicit support, mapping routes, informing the police department, recruiting and training chaperones, promoting the effort (media, fliers, kickoff event, involve local politicians, etc.), and holding a kickoff.

Why do it? Walking and bicycling to school has become less common among school-aged children and adolescents. In 2009, only 13 percent of students rode a bike or walked to school, down from 44 percent in 1969.lxix Children who actively commute to school have higher overall levels of physical activity, are more likely to meet physical-activity recommendations, and have lower levels of adiposity than children who arrive to school by motorized transport.lxx Research suggests that Walking School Bus programs significantly increase active commuting and minutes of daily moderate-to-vigorous physical activity.lxxi In addition to physical-activity benefits, the Walking School Bus provides many social benefits, including creating a sense of local community for both children and adults.lxxii After the fresh air, exercise and social outlet, children arrive at school ready to learn.

Validation Requirement: Provide photos and description of the program, including name of coordinator, number and percentage of school participants, number and frequencies of route(s), and testimonials. Describe why you believe this number and frequency is enough to impact the culture of the school. Describe any plans for expansion.

Case Study: Natomas Park Elementary School, Sacramento, CA, “Putting It Into Practice: Structured Daily Walking lxxiii School Bus” At Natomas Park Elementary School in Sacramento, California, parents organize the Walking School Bus, which includes five routes based on where children live and a schedule with times for each stop. In order to participate, parents register their children ahead of time. Walk leaders include parents and employees from a local business, which is a sponsor of the activity. Each volunteer must have a background check prior to participation. Training for volunteers, provided by the parent leader, includes first aid, CPR, and pedestrian safety. While walking, volunteers wear vests and carry first-aid kits. To recognize the walkers’ achievements, parent volunteers track the total number of miles walked during the school year and announce it at a year-end assembly. Walkers also receive T-shirts and certificates. About fifty children participate and many more children are now seen walking to school. Organizers have recently expanded the activity to include remote sites where parents can drop off their children and adult volunteers walk with the children the rest of the way to school.

Additional Resources: The Walking School Bus: Combining Safety, Fun and the Walk to School. National Center for Safe Routes to School Guide. This website provides numerous resources for schools, parents, and others to help get a Walking School Bus started. http://guide.saferoutesinfo.org/walking_school_bus/index.cfm

Walking School Bus: Guidelines for Organizers, Pedestrian and Bicycle Information Center. http://www.walkingschoolbus.org/organizers.pdf

3. Create and implement a farm-to-school program.

How to do it: Start a farm-to-school program at your school. Each farm to school program is shaped by its unique community and region, but all programs connect schools with 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.lxxiv Your farm-to-school program should provide fresh, local farm food in the cafeteria and include a related activity such as farm tours, classroom cooking demonstrations using local farm foods, or regular taste-testing of fruits and vegetables from local farms. For model taste-testing programs, refer to the Lincoln Elementary Farm-to-School Program in Cedar Falls, Iowa, and the Beach Cities Health District LiveWell Tots Program in Redondo Beach, California.

Why do it? Most U.S. youth do not meet the recommendations of eating 2½ cups to 6½ cups of fruits and vegetables each day.lxxv A review of farm-to-school programs found that the farm-to-school approach leads to increased consumption of fruits and vegetables per day in the cafeteria, classroom, and even at home.lxxvi Farm-to-school programs can enrich the eating and educational experience by providing quality produce and opportunities for hands- on multidisciplinary learning.lxxvii These programs also increase the appreciation of fresh, local whole food early in life, which can promote local industry and translate into better health throughout life.

Validation Requirement: Provide photos and descriptions of the farm-to-school program’s incorporation of local farm foods into your cafeteria and the related activity. Include lists of foods sourced from local farms by season, the frequency of student participation in the related activity, and testimonials.

lxxviii Case Study: Nevada Community School District, Nevada, IA, “Central Iowa: Farm to School Success Stories” A farmer’s market in central Iowa asks the question, “Do you know where your food comes from?” Several schools in America’s heartland of central Iowa can now answer that question. These schools participated in a project intended to increase awareness of school food-service directors, parents, and students of available locally grown foods, and as a result, now recognize the benefits of serving fresh, locally grown produce to their students. School food-service directors identified benefits to local-food purchasing as helping local farmers, providing fresher foods, and expanding potential educational benefits to children. Challenges include a growing season that peaks during summer break, ensuring an adequate supply of product on specific days, clear communication on product size and form, and streamlining of order, delivery, and payment procedures. The short growing season is a particular concern for farm-to-school projects in cold-weather climates. School food-service directors identified producers with items that would be available for use in spring, late summer, and early fall, such as radishes, melons, and apples. Two of the school districts in the project continue to purchase seasonal fresh produce from local growers. These are the Nevada Community School District located in Nevada, Iowa, and the South Hamilton School District in Jewell, Iowa. Diana Weber, MS, RD, the food-service director in Nevada, is highly committed to ensuring nutritional quality of foods served and promoting the use of locally grown products. For each of the past 15 years, the district food service has purchased about 25 bushels of apples from a local orchard. The name of the orchard, The Berry Patch, is posted at the point of service. The Berry Patch is a local farm familiar to many students as classes in several grades take field trips there to learn about growing fruits and vegetables and production of apple cider. The Berry Patch will deliver

varieties of apples in season to the food service and match the price of the regular vendor. In recent years, in addition to the purchase of local apples, Diana has also bought 30-40 watermelons and 20 cantaloupes from another farmer in the district, who offers the product to the school at market price.

Additional Resources: National Farm-to-School Network. The network supports the work of local farm-to-school programs all over the country by providing free training and technical assistance, information services, networking, and support for policy, media, and marketing activities. http://www.farmtoschool.org/

More case studies: http://www.farmtoschool.org/publications.php?pt=case

Farm-to-School Toolkit for School Food Service. University of Minnesota Extension. School food-service directors and staff will find ready-to-use cafeteria menus and recipes with information about buying, preparing, and serving local foods. School food service, teachers, parents, and others will find tools to help them promote the food, including sample tasting lessons, newsletters, and announcements. http://www.extension.umn.edu/farm-to-school/toolkit/

4. Plant and maintain a school garden.

How to do it: Create and maintain a school garden. School garden programs offer multiple opportunities for students to gain knowledge and skills regarding food systems, to recognize the connections between food and the environment, to promote healthy eating—specifically fruits and vegetables, and to serve as a setting for positive youth lxxix development.

A school garden is not likely to last or be fully used without broad support from the school community. So the first task of starting a garden is to form a garden committee. Ideally, the committee would include the principal, the garden coordinator, teachers, students, school nutritionist or cafeteria lead, and parent volunteers. A garden committee only needs to meet a couple of times a year, but doing some planning in the fall or late summer is crucial.

Why do it? School gardens provide numerous benefits to students, including increased nutritional awareness, increased environmental awareness, higher learning achievements, and increased life skills.lxxx School gardens can be used to support and enhance almost any subject curriculum for any age.

• A math class designs the layout of the garden or greenhouse. • An architecture class designs the structure itself. • A history class researches the agricultural history of the region to see what might grow well and how they might grow produce year-round. • A writing class interviews elders in the community and writes about their experience with food through different eras. • A local builder offers to donate materials and expertise to work alongside students in constructing the garden or greenhouse. • The lower grades research how close the seeds should be planted together and how deep, and then they plant them and care for them regularly. • Upper grades can work alongside the younger grades, and alongside elders from the community, talking about their different experiences with food. Copyright © 2015 Blue Zones, LLC and Healthways, Inc. All rights reserved. Release Date 8/06/15 32

• Classes can research local food systems: Where does their food come from? The food in their home? The food in restaurants? The food in their schools? • All students can work with the cafeteria to see what food can be used regularly, even if it’s simply carrots. Free tastes can be given to the first students to arrive, the first to select a healthy item, or those who helped with the garden that week, etc. • A class could create a business plan to hold a farmer’s market. They could create a marketing and advertising strategy, figure out what to charge for each item and how that might offset the expense of the garden itself, and then they could work on their sales and customer service techniques, conduct cooking demonstrations of their own, coming up with their own recipes to hand out, etc.

Validation Requirement: Provide photos and descriptions of school garden and related activity, including frequency of student interaction, related curriculum, and testimonials.

lxxxi Case Study: St. Paul, MN, “Case Study: Engaging High-School Students in School Garden Activities” It has been almost 10 years since the staff at St. Paul High School started their community garden. They started with an area that was 1,000 square feet and later received more grant funds to expand into a 30,000 square-foot “outdoor learning center.” The purpose of the garden, according to teacher Kari Rise, is to “inspire people to be active in their community, teach about health, food, and ecology, and provide an urban natural space.” Over the years the garden has inspired a diverse array of projects. One group used the space to host a movement and performance piece about the Vietnam War. They started an “Art in the Garden” program, which brought together students of art, history, and psychology with special-education students. One year they placed a Raku kiln in the garden and students could experiment with creating this unique form of Japanese pottery, dating back to the 16th century, in a traditional, outdoor setting. According to Rise, it is not difficult to convince the older students to help with the garden. “They love it! They beg to go out to the garden on beautiful days. Sure, there are always a few that say, ‘I don’t want to get dirty,’ but overall they want time to work, explore, play, and chill in the garden. It inevitably brings up stories about their families and the gardens they grew up in.” Students help in the spring getting the soil prepared and doing some planting and they help with harvesting in the fall and “putting the garden to bed” for the winter. Then they rely on other groups to help in the summer. A community partner, Farm in the City, has provided the school with a garden manager each summer. They have had different groups come to help maintain the garden over the summer months, from graduate students studying urban agriculture and a group of local organic chefs, to a group of deaf Hmong farmers that started a small farmers market. The space has been farmed by a PhD student researching hazelnuts and a local recovery group. Teachers have used the space to teach science, art, math, and literature, and staff and students have used the space to meet with each other, eat lunch, or meditate. All produce and flowers grown are used for a community supported agriculture program or given to local food banks.

Additional Resources: Let’s Move! School Garden Checklist. http://www.letsmove.gov/school-garden-checklist

School Food Environment: Gardens. Strategic Alliance ENACT Strategy. Provides links to Programs, Tools, Organizations & Coalitions, and Evidence-Base for school gardens. http://eatbettermovemore.org/sa/enact/school/schoolgardens.php

5. Install a salad or fruit-and-vegetable bar in the cafeteria.

How to do it: There are several steps to setting up your school’s salad or fruit-and-vegetable bar. Purchase a salad bar for your school or apply for a grant. Determine where you will buy your fresh produce. Ideas include a farm-to-school program or your current prime vendor. Designate a staff member or volunteer to order, prepare, serve, and clean up food for the salad bar. Ideally, it should be located in the first section of the food line. Distribute a survey to determine the type of produce the students want and/or schedule a taste-testing event with the possible options to entice students to use the salad bar.

Why do it? Installing a salad bar will increase student exposure to fruits and vegetables. It may also boost student participation in the lunch program, decrease food waste, and comply with the USDA’s National School Lunch Program. One school where a salad bar was installed documented an increase in fruit and vegetable consumption from 2.97 to lxxxii 4.09 servings per day.

Validation Requirement: Provide a photograph of the salad bar along with a description of where it is located (ideally ‘first’ in the flow of the cafeteria), how you are sourcing the food, and any data you have collected regarding student consumption of fresh fruit and vegetables before and after installation.

Case Study: Riverside Unified School District, CA,lxxxiii Demographics The Riverside Unified School District (RUSD) is located 60 miles east of Los Angeles, California. The district serves approximately 43,000 students at 47 schools. The district serves over 34,000 meals a day and 60 percent of students are eligible for free or reduced-price meals. The comprehensive nutrition program, including the installation of daily salad bars, is implemented in 29 of 31 district elementary schools.

Comprehensive Nutrition Program In March 2005, RUSD piloted a farm-to-school salad bar program in a single elementary school and now serves 29 elementary schools with daily salad-bar options. The Farmers’ Market Salad Bar, offered year-round as a reimbursable meal alternative to or in addition to the hot-lunch meal, is the primary component of the program. The program also includes chef and farmer visits to the classroom, teacher training, field trips to farms and markets, and school gardens. Thirty-three percent of elementary students choose the salad bar for lunch and lunch participation has increased from 47 to 65 percent. An evaluation of RUSD’s salad bar conducted by the Center for Health Promotion and Disease Prevention at University of North Carolina-Chapel Hill in 2009 showed that students who chose the salad bar significantly increased consumption of fruits and vegetables while food costs were kept at or below food costs before salad bars were introduced (UNC doc).

Additional Resources Required Staff: salad-bar coordinator, additional food-service staff, nutrition specialist Training: training for food-service staff and training for students and teachers to learn salad-bar etiquette Material: salad bar, educational, and promotional materials (field trips, newsletters)

Finance The salad-bar component of the program was started with grant funds but is now fully integrated into the school meal program and food-service budget. Having salad bars in the elementary schools increased student participation in school meals from 47 percent to 70 percent, which contributed to an additional $1 million in revenue per year for seven years. They have been able to use the increased revenue to sustain the salad-bar program and expand it into more schools.

Additional Resources: Salad Bars 2 Schools. To apply for a grant to obtain a salad bar visit http://www.saladbars2schools.org/ Fruit-and-Vegetable Bar Guide. For more information on adding a salad bar into your school-lunch program. https://www.educateiowa.gov/pk-12/nutrition-programs/quick-links-nutrition/learning-tools-nutrition/fruit-and- vegetable-bar

6. Establish an in-class breakfast program.

How to do it: Work with teachers, food service staff, custodians, and administrators to develop an in-class breakfast program. Your program may deliver meals to the classroom at the beginning of the day or employ a healthy breakfast cart in the hallway where students can grab breakfast and take it into the classroom. Students should be given 10-15 minutes to eat at their desks before class starts. Ideally, offer breakfast in the classroom free to all students to reduce the stigma associated with school breakfast and increase participation.

Why do it? Studies have shown that in-class breakfast programs have many benefits over cafeteria-based breakfast programs, including increased student participation, increased revenue for schools, improvements in math and reading scores, fewer tardy students, fewer disciplinary referrals, and increased student focus on learning at the beginning of the day.lxxxiv A 2013 study of five school districts with in-class breakfast programs found that a high school increased their breakfast meal participation from 50 breakfasts per day to 950 breakfasts per day, and a K-8 elementary school with breakfast in the classroom earned $70, 412 yearly in additional revenue compared to a similar school that did not offer it ($29,813). In the same study, a middle school saw a 55 percent drop in the number of disciplinary referrals after implementing an in-class breakfast program.lxxxv Breakfast in the classroom also provides an opportunity for teachers to incorporate social and emotional learning into the school day. Sharing a meal together in the classroom also reduces the stigma associated with school breakfast for low-income children and provides social bonding time for students and lxxxvi teachers.

Validation Requirement: Provide a description of your in-class breakfast program, including a description of the foods provided and what nutritional criteria they meet, how the program is funded, and how often breakfast is delivered in- class to students.

lxxxvii Case Study: Memphis City Schools, Memphis, TN In the winter of the 2009-2010 school year more than 90 percent of the 405 students at Hawkins Mill Elementary School were eligible to receive free school breakfast, but only an average of 198 students were eating school breakfast in the cafeteria each morning. The principal knew the most commonly identified barriers were also keeping many of her students from eating school breakfast. As a result, classroom teachers as well as the school nurse frequently dealt with hungry students unable to focus on learning.

The Got Breakfast? Foundation’s Silent Hero grant, secured by Nutrition Services Director, made it possible for the principal and her building stakeholder team to collaborate with the Nutrition Services Area Supervisor to identify the menu options, equipment needs, and accountability procedures required to successfully implemented breakfast in- class (BIC) at Hawkins Mill. Nutrition Services menu planners developed a cycle menu offering two entree choices, including one hot choice, as well as milk and juice. For students in the lower grades, breakfast items were packed in two insulated bags per classroom and placed on a wire cart along with a student roster for distribution to classrooms by the food-service staff. A grab-n-go breakfast distribution model, with students entering PIN numbers at the point of service, was used for students in the upper grades. Letters were sent to parents and teachers explaining the reasons behind piloting the concept of serving breakfast in the classroom. Prior to launching the program, Dr. Suarez Fletcher attended a PTA meeting to introduce the plans for implementing a Universal Free BIC program to the parents and staff. Nutrition services staff drafted procedures for BIC meal service, accountability, handling leftover items, and clean up. With some collaborative planning and a little creative problem-solving in the initial start-up phase, eating breakfast in the classroom soon became routine at Hawkins Mill. By May 2010, BIC participation at the school had jumped to an average of 361 students each day. Students were enjoying eating breakfast in their classrooms, tardiness had declined, and so had morning visits to the school nurse. Nutrition Services manager and the Hawkins Mill staff, seeing the benefits to students as well as the hassle-free meal- delivery process, became enthusiastic supporters of BIC. The principal became the first “Principal Champion” for the BIC initiative for Memphis City Schools. To promote the health and academic value of offering BIC, Dr. Suarez Fletcher utilized grant funds to produce a video documenting the Hawkins Mill success story.

Additional Resources: How It Works: Breakfast in the Classroom Fact Sheet. Food Research and Action Center. http://frac.org/pdf/how_it_works_bic_fact_sheet.pdf

Chicago Public Schools School Board Policy Implementing In-Class Breakfast Program. Includes FAQ from parents. http://policy.cps.k12.il.us/download.aspx?ID=253

7. Establish a healthy snack or cooking cart program.

How to do it: Create a list of possible healthy snack items and determine the best way to purchase and store these items. If your school does not have a refrigerator, consider acquiring one. Decide on a price to charge students for the year to participate in the healthy snack program. Typical costs may be around $40-$50 per year. Look at how you might assist students who would like to participate but have trouble affording the program. Secure a snack cart with bins to hold various healthy snacks. A snack cart can be an athletic cart, an old library book cart, or purchased snack cart. Use whatever works best for your school. Come up with a plan for distributing snacks. In some classes, it might work best for one student to pick up snacks for the class. Some schools may choose to have classes take turns visiting the snack cart. Decide what distribution method works best for your classes and your school. A cooking cart can be created via a similar process as a snack cart with the addition of an electronic hot plate to be used by the adult instructor. See the case study from Madison Elementary School and Lopez Island School District within the State of Washington.

Why do it? Offering students healthy snacks each day not only improves nutrition but also starts changing students’ perceptions about snacking in a positive way. They begin to realize that snacks can and should be healthy. Parents love these programs because it frees them from remembering to pack a snack each day, and they can rest assured that the snack their child receives will be healthy.

Validation Requirement: Provide photos and descriptions of your healthy snack-cart program, including a description of the snacks offered, how the program is funded, and how often the healthy snack cart is made available to students.

lxxxviii Case Study: Jordon Elementary School, Jordan, MN, “Nutrition Comes to Fruition” As part of a district-wide wellness policy, the snack cart is a modified athletic cart with bins of healthy, nutritious food for the 640 K-4 students at Jordan Elementary. It is no secret that fruits, vegetables, and whole grains are better for the growing bodies and minds of young children than candy, cookies, and chips. Student helpers or staff members guide the snack cart down the halls of Jordan Elementary first thing in the morning. Classes come out to select an item then return to their studies. Many teachers have refrigerators to store perishable foods, while others just hold onto their “brain food” until snack time. It usually takes 40 minutes to push the cart through the school, and there is never a shortage of volunteers! Jordan Elementary purchases its snacks through the school’s normal food supplier. Buying in bulk lowers the price, so it only costs a child $40 per year (about $.23 per day) to enroll in the snack-cart program. Ninety-eight percent of the students participate. If a student wishes to take part but cannot afford the cost, local churches, banks, educators, or other community members have happily provided the funds—every student who wants to join the program has the opportunity. The snack-cart program began four years ago in response to the alarming issues of childhood obesity and food allergies. Stacy, a teacher at Jordon Elementary School, surveyed her students and parents to discover how children were snacking and determine which healthy foods they would be interested in trying. By offering an incentive (a free snack) for completing a survey, Stacy received 100 percent participation from students and got the answers she wanted. In addition, the parents received a letter detailing the new wellness policy and a list of acceptable school snacks. Most responses to the snack cart were, “It’s about time!” Jordan Elementary has not heard a single complaint about the program, and many parents have reported that their kids are eating healthier snacks at home! While the main goal of the snack cart is to reduce childhood obesity, nutrition can also improve learning in the classroom. Eric Jensen, the founder of Jensen Learning Corporation, Inc., an international organization that combines brain research with education and learning, alleges that healthy eating increases student performance; neuroscientists and brain researchers have recently proven that nutritious food encourages neurogenesis, the production of new brain cells, which supports better cognition, memory, and mood regulation. Stacy’s effort to rid her school of sweet and salty snacks is certainly paying off. Teachers at Jordan Elementary have reported increased attention spans and improved listening skills. The students feel better and have more sustainable energy, unlike the fluctuations that occur with foods containing high levels of fructose, corn syrup, sodium, and artificial flavors. The nutritious snacks, which are chock-full of essential vitamins and minerals, boost the immune system and may easily increase student attendance. Stacy points out that healthy foods can also be helpful in developing fine motor skills through the peeling of fruits, like oranges and bananas, picking grapes off stems, and removing shells from hard-boiled eggs. There are many benefits to a snack cart and many choices of nutritious food. The only issue to keep in mind is food allergies.

Case Study: Madison Elementay School (Olumpia School District) Parent volunteers and WSU Extension Supplemental Nutrition Assistance Program education nutrition educators introduce students to a recipe and engage them in cooking and sampling the recipe on a monthly basis. All students are given a copy of Chop Chop magazine (a healthy cooking and eating magazine for children) and recipes are chosen from the magazine. The class is divided into five groups at tables. Each table acts as the instructor’s “sous chefs” chopping or peeling various vegetables for the recipe.An electronic hot plate is used by the instructor for cooking. Recipe examples include: vegetable fried rice, Borscht, cole slaw, and frozen yogurt. Also, Lopez Island School District uses their mobile cooking cart as part of their “Garden Education enrichment class.” Students make recipes with ingredients from the school’s garden and are happy to taste their creations.

Additional Resources: Healthy Snack Program Guidelines. Albert Lea/Alden/Glenville Schools. https://s3.amazonaws.com/BlueZonesProject/docs/misc/Healthy+Snack+Program+Guidelines.pdf

Guide to Healthy Snacks at School. Developed by the Healthy Eating, Active Lifestyles: Together Helping Youth (HEALTHY) project, a collaborative working to improve the well-being of our children by promoting healthy food choices and regular physical activity in Minnesota. http://www.district196.org/rp/pdfs/Health/Guide%20to%20HEALTHY%20Classroom%20Snacks%20(2).pdf

8. Offer a purpose workshop for juniors or seniors in high school (high school only).

How to do it: Work with your local Blue Zones Project team to learn how to organize a purpose workshop for juniors or seniors in high school. You can contact us through the “Contact Us” page on bluezonesproject.com. There may be a fee for facilitation of the purpose workshop.

Why do it? Studies show that people who have a strong sense of purpose may live up to seven years longer than people who do not. They have lower rates of heart disease, lower healthcare costs, weigh less, and even report higher levels of happiness. lxxxix Holding a purpose workshop will encourage students to think about what gives them a strong sense of purpose, how their interests and talents can be better fulfilled through activities like school clubs, sports, and volunteering, and what next steps they might want to make to create a foundation for a purpose-filled life after high school.

Validation Requirement: Description of the purpose workshop including the number of junior and senior students who participated.

Additional Resources: The Power of Purpose and Life Reimagined, books by purpose expert Richard Leider http://www.amazon.com/The- Power-Purpose-Meaning-Longer/dp/1605095230# http://www.amazon.com/Life-Reimagined-Discovering-Your- Possibilities/dp/1609949323 Video overview of Community Purpose Workshop: http://www.bluezones.com/2010/04/blue-zones-vitality-project- purpose-workshop/

9. Establish a program to help students interact with and research older adults (Such as the Legacy Project, found at http://www.bluezones.com/live-longer/education/legacy-project/). This pledge item is applicable for students in fourth through eighth grade only and schools may apply it to one, some, or all of these grades as is relevant for each school.

How to do it: Require teachers to incorporate into their lesson plans a program to help students interact with and research older adults in a meaningful way. The Legacy Project curriculum was developed using the Big6™ approach, which is the most widely known and widely used approach to teaching information and technology skills in the world. Used in thousands of K-12 schools, higher-education institutions, and corporate and adult training programs, the Big6 information problem-solving model is applicable whenever people need information.xc To access the Legacy Project curriculum guide and lesson plans, visit http://www.bluezones.com/programs/education/legacy-project/

Why do it? Programs in which students have the opportunity to interact with older adults have been found to have many benefits, including learning about history as a living, ongoing process; learning how to develop, execute, and document results obtained from structured interviews; improvement in school attendance; decrease in discipline referrals; and positive attitudes toward older adults and the aging process.xci Older adults benefit from intergenerational programs as well. Benefits to older adults include improved self-esteem, better health, satisfaction of feeling productive, and reduction in depressive symptoms.xcii The Legacy Project provides the opportunity for youth to interact with someone from a different generation and be involved with real scientific research by sharing their findings with scientists on the Blue Zones team. It helps students discover firsthand the behavioral practices that contribute to healthier and longer lives. It also allows students to gain interviewing, problem-solving, and critical-thinking skills.

Validation Requirement: Provide photos and a description of the program, including participating classes, frequency and testimonials. Illustrate that the program reaches all children in grades 4–8 as available at your school.

Case Study: Drake Elementary School, Strongsville, Ohio “Second-graders visit elderly in Strongsville school pilot xciii program” School field trips usually seek to provide a fresh, alternative way for students to learn. A pilot program in the Strongsville district is pushing the concept even further. For the past month, a group of second-grade students from Drake Elementary School has been visiting the Crystal Waters Retirement Community each Wednesday as part of an intergenerational learning program. The project is called "The Story of Our Lives," and according to teacher Mary Whitecar, it fulfills numerous academic requirements. "This covers a multitude of standards. From interviewing to research ideas to social-studies standards where we're learning about the past." Each Wednesday morning, the students are taken by bus from their school to the nearby Crystal Waters facility. They're each matched up, one-on-one, with a senior resident in the activities room of the retirement center. The students interact with their senior for several hours per visit and create a living biography. The program is the brainchild of Crystal Waters Director Stephanie Chambers. "This is a project that shows both populations are important," Chambers said. "It's a side-by-side biography that actually compares what the resident's childhood was like with the current child's experience.” Crystal Waters raised money through a spaghetti dinner fundraiser to cover all costs of the weekly outing. Kids and seniors in both groups told News Channel 5 they look forward to the weekly meetings. "I like to come here every week," said 8-year-old Weston Kaufhold. "I like it very much. We've had a good time together," added Norman Hemme, as the two exchanged a hearty handshake. Norman is 80 years Weston's senior. Copyright © 2015 Blue Zones, LLC and Healthways, Inc. All rights reserved. Release Date 8/06/15 39

Wednesday is the "graduation finale" of the pilot program. The students will share lunch with the seniors and each will present their final biography in booklet form. Director Chambers said they hope to continue the "Story of Our Lives" program next school-year and invited other districts to adopt similar intergenerational learning projects. "We hope other communities notice it and actually follow suit because it's a great program," said Chambers. "I love it," said retired piano teacher Dixie Holden, as she talked about music with student Delaney Merkle. "It just makes you feel young again."

Additional Resources: Blue Zones Legacy Project website. All the materials you need to get started with the Legacy Project at your school. http://www.bluezones.com/live-longer/education/legacy-project/

Intergenerational Program & Aging, Pennsylvania State University. This website focuses on educational programs and practices that strengthen intergenerational relationships and competencies in children, youth, older adults, and families. http://intergenerational.cas.psu.edu/

10. Use Blue Zones Challenge curriculum found at http://www.bluezones.com/challenge. Aggregate and report classroom outcomes to the Blue Zones Project team. This pledge item is applicable for students in fourth through eighth grade only and schools may apply it to one, some, or all of these grades as is relevant for each school.

How to do it: Require all fourth through eighth grade teachers (as those grade levels are available at your school) to incorporate the Blue Zones Challenge curriculum into their lesson plans. The Blue Zones Challenge Curriculum is a four- week program that empowers students to take charge of their own health. The goal of the program is for students to apply what they know and learn about healthy behaviors into their own lives. It’s about creating their personal Blue Zones area. Access the curriculum guide and lesson plans online at http://www.bluezones.com/challenge. Aggregate and report classroom outcomes to the Blue Zones Project team.

Why do it? Experts have shown that for the first time in history, it’s possible that a child’s lifespan will be shorter than that of his or her parents.xciv The Blue Zones Challenge organizes teachers, students, and parents to partner in their efforts to increase servings of fruits and vegetables, increase physical activity, decrease servings of sweetened beverages, and limit TV and Internet. In Redondo Beach, CA, classrooms that participated in the four-week Blue Zones Challenge Curriculum saw a 40 percent increase in the consumption of fruits and vegetables, 30 percent increase in the minutes of daily exercise, 40 percent increase in eating breakfast every day, 35 percent decrease in consumption of sugary drinks and 45 percent decrease in elective screen time among students who participated in the challenge.

Validation Requirement: Provide a description of the program, including classes participating, schedules, and testimonials. Illustrate that the program reaches all children in grades 4-8 as available at your school.

Case Study: Hopkins North Junior High, Hopkins, MN In the spring of 2006, Hopkins North Junior High participated in the Blue Zones Challenge, designed to inspire students to live longer and better lives. The school of approximately 1,200 students (grades 7–9) participated in the Challenge through Homebase, a daily 20-minute class where students meet with advisors to be involved in their school and community. The Challenge ran for a period of four weeks, during which time students showed marked improvements in the targeted behaviors, including the following measures:

• 56 percent increase in daily servings of fruits and vegetables • 70 percent increase in reported physical activity (15 minute periods of activity) • 30 percent decrease in daily servings of sugar-sweetened beverages • 47 percent decrease in television viewing (30 minute periods)

One student, already an accomplished actor, stated that he participated in the Blue Zones Challenge to improve in all four areas, starting with cutting back on his favorite sodas and candy. “One of my biggest problems was kicking the sweetened-beverages habit because when I come back from a walk, it’s not water I go for; it’s Gatorade or juice,” he said. He also found it challenging to decrease the countless hours he spent watching his “must-see” shows on TV. Sharing his thoughts on how the Blue Zones Challenge affected him, he stated “The Blue Zones Challenge has made me more aware of my habits. When a person’s watching television, he or she thinks of it as one more show, not the tenth show. Or wondered, ‘I’ve had that many sweetened beverages or that few servings of fruits and vegetables?’ It’s been a rude awakening! I didn’t realize what I was doing until I started keeping track of it. Then I realized, ‘I don’t need as much of this,’ and it’s not as hard to cut down. It’s been a great improvement.”

Additional Resources: Blue Zones Legacy Challenge website. Here you’ll find all the materials you need to get started with the Blue Zones Challenge at your school. http://www.bluezones.com/challenge/

11. Create a Blue Zones Project Youth Leadership group for middle school and high school students to identify and implement creative ways to improve student well-being.

How to do it: Identify an adult colleague at your school that will serve as an Advisor for the Youth Leadership group. Develop a group that is made up of students that are elected to serve by their peers for one school year. The group should meet monthly before or after school or at lunch. Brainstorm a list of possible projects or programs to improve student well-being and prioritize the top ideas via voting. Create a timeline to rollout each of the projects and appoint one member of the board to serve as an Ambassador to lead the planning and execution of a project – each group member should serve as an Ambassador. Request student volunteers to join each Ambassador’s team via a recruiting campaign using morning announcements, posters, and/or lunch and learn sessions. Allow the group to come up with creative projects – students could also look at this pledge for ideas. See the Youth Hosted Forum Playbook section created via the Alliance for a Healthier Generation in the additional resources section for additional insight to raise youth voices.

Why do it? Studies have shown that schools can serve as a pillar for health promotion for children and youth; youth reporting high levels of school engagement and peer connectedness report improved health and decreased health risk behaviors. xcv Students are smarter, more connected and more passionate than ever before about health and need resources and a platform to meet their growing demand that the places they live, learn and play are healthy.

Validation Requirement: Provide an overview of the Blue Zones Project Youth Leadership group, include project descriptions and timelines and meeting/agenda minutes.

Additional Resources: Youth Hosted Forum Playbook – Alliance for a Healthier Generation https://www.healthiergeneration.org/take_action/empower_young_people/hold_a_youth-hosted_forum/

12. Train staff, including food-service cooks, on whole foods vs. processed foods and healthy meal preparation.

How to do it: Offer continuing education opportunities to your staff including food-service cooks about the nutritional differences between processed and whole foods and overall healthy meal preparation. There are several nutrition education resources that can be used to set the curriculum for your training, including: xcvi

Eat Healthy / Be Active Community Workshops: http://www.health.gov/dietaryguidelines/workshops/dga_workshops_complete.pdf Discover My Plate Curriculum Training: http://teamnutrition.usda.gov

Why do it? One in three children in the U.S. is overweight or obese and many of these children will suffer from related health problems throughout childhood. Chronic conditions such as Type 2 diabetes, hypertension and high cholesterol will plague them in adulthood and strain our health care system. Improving the nutritional quality of school food is one way to help address childhood obesity. It is important for all school personnel to be aware of the importance of nutrition and physical activity for student achievement that will allow them, in turn, to reinforce positive health messages in your school environment.

Validation Requirement: Provide a description of the nutrition education program and copy or agenda or meeting minutes from the training.

Case Study: Auburn School District Through a Communities Putting Prevention to Work (CPPW) Grant, a whole foods cooking class, “Discover. Cook. Nourish . . . The why and how of whole food cooking,” was developed. The class is for school cafeteria staff and is coordinated by Margaret Dam, Auburn School District Nutrition Services Supervisor. This eight-hour certified training is being taught by nutritionists at 17 locations throughout King County. More than 77 of Auburn School District’s cafeteria staff have already attended the training to learn cooking techniques and information about the nutritional differences between processed and whole foods. They are enthusiastic about implementing the whole foods cooking recipes into their school menus.

13. Host a family well-being event.

How to do it: Identify someone on your staff involved with PTO to lead this effort. Choose a location large enough to comfortably hold all activities you want to include – a gymnasium or cafeteria usually works best, unless you want to risk the outdoors—then consider having a large tent in the event of rain. Make sure you pick dates that do not compete with other events – winter might be a good time of the year since its down time for most sports. Also consider the beginning of the year since many individuals make resolutions to live a healthier lifestyle. Create a run-of-show or agenda flow account for about two hours that includes an introduction by the principal or other leader within your school, a 15 minutes overview of the Blue Zones Project by a certified Blue Zones Project speaker, and end the event with a 30 minute MOAI formation. The remaining hour timeframe can be filled with fun, health-minded activities – be sure to engage your physical education teacher early in the process as he or she will have great ideas to incorporate into the evening. Some activities to consider: video game dance mat, obstacle courses, contests with hula- hoops, limbo, or jump ropes, wall climbing. Include an area for food sampling and have someone make healthy, tasty Blue Zones Project Approved dishes and pass out recipes. Set up a quiz game for small prizes and ask questions about healthy lifestyle habits. Tap into your local community to provide free services such as health screenings, chair massages, yoga class, etc. Make sure you work out a system for moving people through stations to prevent long lines.

Round up volunteers to support the event – likely two volunteers at each activity station. Make sure your giveaways are considered ‘healthy’. Consider coming up with a theme and logo for the event, take pictures for next year’s flyer, and recognize donations from local businessesxcvii. Engage with your Blue Zones Project team to identify a certified speaker who will also be able to help you form Moais.

Why do it? A family well-being event can be an inexpensive way for schools to get children, parents and teachers moving, create new social connections, and put a positive emphasis on healthy behaviors and physical activity. The event will give parents an opportunity to have fun with their children at school – something that can be rare in middle/high school. Further, getting help from local businesses and community groups, schools can keep costs to a minimum. The MOAI formation will ensure that the social connections will continue to progress beyond the family fun night where groups will meet for at least 10 weeks following the Blue Zone Project Walking, Potluck or Purpose Moai guides.

Validation Requirement: Provide a description or overview of the event including picture documentation.

Additional resources: http://www.ptotoday.com/pto-today-articles/article/1083-family-fitness-night-tips-and-ideas

14. Establish a volunteer program that partners with local organizations that focuses on supporting children to move naturally.

How to do it: Identify a local organization that focuses on supporting children to move naturally. Play360 is a good example of an organization that helps transformation education one playground at a time by training organizations to build low-cost sustainable playgrounds as a means of improving education throughout the developing world. Play360 utilizes local materials such as concrete, tires, logs with tools readily available in almost all communities (shovels, hammers, saws and machetes). They also utilize local labor (volunteers!) to save time and money. They partner and train local organizations who, in turn, work with schools to build the playground and also make sure the playground is sustainable, as the same organization and volunteers can maintain, repair and expand play spaces and learning resources. xcviii

Why do it? Aside from the emotional benefits of volunteering, there are significant health benefits associated with students giving time. Studies have noted lower rates of cancer and heart disease as well as reduced healthcare costs among people who volunteer regularly. Volunteers gain as much as they give. Also, the students will create more ways for other children to move more without thinking about it by moving naturally. Playgrounds provide a safe place for free play, which is essential to childhood development and provides great motivation for children to move naturally. Playgrounds help children learn about collaboration, cooperation, creativity and innovation. Play360’s playground model empowers parents and older students to create changes in their community that can serve as a catalyst for future community action.

Validation Requirement: Provide photos of students volunteering at local organizations including a description of the volunteer project that will lead to children moving naturally.

15. Bonus points: Create and implement a scratch cooking program

How to do it: Identify a program that would work for your school and create a plan and budget needed to support your food-service staff to take part in the program and implement learnings. Cook for America provides concentrated and comprehensive culinary training that transforms America’s school food services personnel in to skilled and passionate professional culinarians who lead and support a school’s food service program by preparing healthy, cooked-from-scratch

school meals and imparting sound food systems knowledge. They offer a 5-day Culinary Boot Camp to build skills, confidence, awareness and motivation among its participants. xcix Wellness in the Schools has a WITS Café program that operates within public school kitchens to support the implementation of scratch cooking, healthier school lunch recipes and the expansion of salad bars. WITS Chefs work alongside school food staff in the kitchens, training them in basic culinary skills and scratch-cooked recipe preparation. c

Why do it? Studies have shown that incorporating Scratch cooking techniques into a school kitchen can help reduce the nationwide prevalence of childhood obesity by 2015 and inspire young people to develop lifelong healthy habits.xxiv Scratch cooking also has a series of benefits including lower food costs by utilizing USDA foods that now offer new healthier choices – for example, at EMCSD they bake their own whole grain submarine sandwich rolls using USDA whole wheat flour at $.06 vs. $.30 for a commercial product and to make sweet potato breakfast bread, El Monte City School District uses USDA canned sweet potatoes, USDA whole wheat flour and USDA eggs at a cost of $.03 vs. $.35 for a commercial fiber bar. Other benefits include eye appeal, increased sales as students enjoy ‘grown- up’ food, ingredient control knowing what is in product and where ingredients came from, nutritional quality leads to lower sodium and fat, student input via taste tests, local trends and employee morale with happy chefs and happy bakers.di

Validation Requirement: Provide photos and a description of the program, including the impact the program has had on your school and food-service staff.

Case Study: Lopez Island School District has grown its school garden to produce 80 percent of the school’s vegetables for the lunch program. Prior to 2005, the school lunch program served processed foods and in 2005 moved to organic, made from scratch meals. Each student/class is assigned a garden area in which they can grow whatever they would like. They can tend their garden area during class or recess. Building the garden was a community-wide effort, involving the school’s administration, local farmers, the local land trust, teachers, cafeteria staff, chefs, parents and students. The garden has four hoophouses, a large fenced plot, and another fenced area with raised garden beds. There are two part-time farmers Suzanne Berry and Valerie Yukluk were hired by the school district to care for the gardens.

Case Study: Greeley, Colorado, Colorado, which has been the least obese state in the nation since federal health measurements of American girth began, is a leader in the back-to-scratch movement. Of the 100 or so districts nationally that have worked with Cook for America, a group that trains school cooks in healthier lunch-ways and ran Greeley’s boot camp, more than half are in Colorado, including schools in the largest districts in Denver, Colorado Springs, and Boulder. Greeley’s schools will be cooking from scratch about 75 percent of the time on the opening day, with a goal of reaching 100 percent by this time next year, when ovens and dough mixers for whole wheat pizza crust will be up and running. But already, the number of ingredients in an average meal — not to mention the ones that sound like they came from chemistry class — is plummeting. Consider the bean burrito. Last year, in arriving from the factory wrapped in cellophane, each one had more than 35 ingredients, including things like potassium citrate and zinc oxide. This year, 12 ingredients are found, including real cheddar cheese. Italian salad dressing went from 19 ingredients to nine, with sodium reduced by almost three-fourths and sugar — the fourth ingredient in the factory blend — was eliminated entirely. “The biggest myth is that it costs more money,” said Kate Adamick, a food consultant based in New York and co-founder of Cook for America. She said federal reimbursement rules could actually give poorer school systems some advantages in shifting back to scratch, especially for meat, which many districts buy with deep discounts. Cooking the meat themselves, rather than paying a processor, can drastically reduce total costs, she said.dl

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