The National Academies Press

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Appendix B
Pages 337-355

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From page 337... ... . These guidelines address the eight separate components of the com prehensive school health program: school environment; health educa tion; health services; physical education; counseling, guidance and men tal health; school food and nutrition services; worksite health promotion; and integration of school and community health activities. Read the entire page →
From page 338... ... Rosemary K Gerrans Past President American School Health Association COMPREHENSIVE SCHOOL HEALTH PROGRAM The health and well-being of children and youth must be a fundamental value of society. Read the entire page →
From page 339... ... � Policies, rules and regulations are consistently enforced. � The chief administrator, the school board and the school health coordinating council receive, at least annually, a report on the psychosocial climate of the school and a report on the physical environment, along with an action plan for continuous improvement of the school environment. Read the entire page →
From page 340... ... � Effective instructional plans and techniques are used with all students to foster learning, self worth and mental health. � Students, families and staff work as a team in planning and implementing programs and activities to affirm all cultural, linguistic and socioeconomic backgrounds. Read the entire page →
From page 341... ... HEALTH EDUCATION Policy and Administrative Support � District policies and administrative guidelines reflect a commitment to attain desired student outcomes essential to optimal physical and mental health. � The chief administrator, the school board and the school health coordinating council receive, at least annually, reports on actions taken and results achieved related to desired student outcomes, along with the action plan for continuous improvement in health education. Read the entire page →
From page 342... ... Curriculum � Health education curriculum content is targeted at priority areas appropriate for developmental stage and potential risks. � Health education includes integration of the physical, intellectual, social, emotional and spiritual dimensions of health as a basis of study in the ten content areas suggested by the 1990 Joint Committee on Health Education Terminology: community health, consumer health, environmental health, family life, growth and development, nutritional health, personal health, prevention and control of disease, safety and injury prevention and substance use and abuse. Read the entire page →
From page 343... ... � The chief administrator, the school board and the school health coordinating council review, at least annually, reports on actions taken and results achieved by the health services component, along with an Read the entire page →
From page 344... ... � Nursing interventions include case finding, direct care, health counseling, health education, referral and follow up. � School nurses provide students with direct, one-on-one health instruction as needed and deliver classroom instruction in collaboration with teachers and administrators. Read the entire page →
From page 345... ... � The director collaborates with community primary care providers to ensure that every student has continuous access to comprehensive primary health care services. � The plan to coordinate health services with other school programs is monitored by the district school health coordinating council. Read the entire page →
From page 346... ... PHYSICAL EDUCATION Policy and Administrative Support � District policies and administrative guidelines reflect a commitment to students' physical development, motor skills acquisition and knowledge to support lifetime health and physical activity practices. � The chief administrator, school board and the school health coordinating council review, at least annually, a report on the actions taken and results achieved in relation to students' physical fitness (muscular strength, cardiovascular endurance, body composition, muscular endurance and flexibility) Read the entire page →
From page 347... ... Student Outcomes � Entry and exit-level performances for physical development are defined for grade levels and physical education courses; adaptations are made for all students, particularly those with special physical, intellectual or emotional needs.4 � Evaluations are conducted to appropriately measure students' knowledge of physical development and physical activity skills, as well as the amount of participation in moderate to vigorous physical activity.4 � Students demonstrate appropriate levels of health-related fitness (for age and development as defined by American Alliance for Health, Physical Education, Recreation and Dance, American College of Sports Medicine, etc.) and physical competence related to satisfying and safe physical activity participation.4 Curriculum � Instruction includes integration of the intellectual, social and emotional dimensions of participation in physical activity and its relationship to physical health. Read the entire page →
From page 348... ... Professional Development � The district level administration of physical education staff is involved in identifying staff-development needs and working with school leaders to implement goals that assure achievement of guidelines. � Staff development provided for the physical education staff is ongoing and effective. Read the entire page →
From page 349... ... � A plan to coordinate services with health and other school programs is monitored by the district and used to improve program effectiveness. � Certified/licensed counselors, school psychologists and school social workers, along with school physicians and nurses, are available to meet the needs of students. Read the entire page →
From page 350... ... SCHOOL FOOD AND NUTRITION SERVICES Policy and Administrative Support � District policies reflect a commitment to meeting the nutritional needs of all students in an environment fostering positive attitudes and social skills. � The chief administrator, the school board and the school health coordinating council, including the school food service professional, review at least annually, reports on the status of the food and nutrition services and progress toward achieving annual objectives, along with the action plan for continuous improvement of school nutrition. Read the entire page →
From page 351... ... Goals and Objectives � The goal of the school food and nutrition services is to provide nutritionally appropriate meals to students at a reasonable price in an environment that is pleasant, comfortable and conducive to the practice of positive nutrition behavior. Program Components � School food and nutrition personnel support teachers and students by offering their services, technical expertise and resource materials to enhance nutrition and health education curricula and activities. Read the entire page →
From page 352... ... � At least annually, the worksite health promotion program is evaluated and a status report is compiled and presented to the chief administrator and the school health coordinating council, along with an action plan for continuous improvement in worksite health promotion for school employees. � An individual with appropriate training and skills is designated to coordinate the worksite health promotion program and is provided administrative support, including decision-making authority and release time to coordinate the program. Read the entire page →
From page 353... ... that include teachers, families, students, school nurses, physicians, health educators, school psychologists, coaches, social workers/counselors and community resource personnel are organized at the school level to address priority school health and safety issues that interfere with the learning process. � Interdisciplinary school health teams and the interdisciplinary/ interagency coordinating council achieve identified goals by implement Read the entire page →
From page 354... ... � Continuing education programs are offered for families and community members. � Efforts are made to encourage family and other community member attendance and involvement with school and academic programs (e.g., health education, child care, evening meetings, coordination with other school activities) Read the entire page →
From page 355... ... School Health Coordinating Council � An organization that supports and monitors the implementation of the comprehensive school health program. Members include families, students, teachers, school nurses, physicians, health educators, a child nutrition director and other school health and mental health professionals, as well as community members, including but not limited to representatives from the health district, social services, juvenile justice, voluntary health agencies, business and mental health agencies. Read the entire page →

From page 337...

... . These guidelines address the eight separate components of the com prehensive school health program: school environment; health educa tion; health services; physical education; counseling, guidance and men tal health; school food and nutrition services; worksite health promotion; and integration of school and community health activities.

Appendix B Pages 337-355

Appendix B
Pages 337-355