1. Welcome! Standards-Based Nutrition Education Training <Date> Presented by <Name>

2. Standards-Based Nutrition Education Training Objectives Identify and understand the function of the California Health Education Content Standards. Review instructional components of skill development. Identify and explore grade-level Nutrition and Physical Activity standards for Essential Concepts (EC), Accessing Valid Information (AVI), and Decision-Making (DM). Access resources and lessons for connecting standards to instruction. Identify and explore effective teaching strategies for skill development and learning.

3. Making a Change! Making a Change!  Why is it important to change or to prevent these bad habits?  How could these bad habits have been prevented?  What is one curriculum that your program uses to develop healthy behaviors?  What is one other thing that you do (outside of the classroom) to help develop healthy behaviors?

4. Making a Change! Making a Change! 1.Why is it important to change or to prevent these bad habits? 2.How could these bad habits have been prevented?

5. California Health Education Content Standards -- 6 Health Content Areas! California Health Education Content Standards -- 6 Health Content Areas! Alcohol, Tobacco & Other Drugs ATOD Growth, Development & Sexual Health GDSH Nutrition & Physical Activity NPA Mental, Emotional & Social Health MESH Personal & Community Health PCH Injury Prevention & Safety INJ INJ CDC Priority Youth Risk Behaviors Alcohol and Other Drug Use Injury and Violence Prevention Tobacco Use Unhealthy Nutrition Inadequate Physical Activity Risky Sexual Behavior

6. California Healthy Kids Survey State, County, District Data www.wested.org

7. A Recipe for Prevention, A Recipe for Change! The California Health Education Content Standards Alcohol, Tobacco & Other Drugs ATOD Growth, Development & Sexual Health GDSH Nutrition & Physical Activity NPA Mental, Emotional & Social Health MESH Personal & Community Health PCH Injury Prevention & Safety INJ INJ

8. Iron Nutrition Education Chefs – Table Group Activity Iron Nutrition Education Chefs – Table Group Activity 2. Decide what to make 3. Create a wonderful name 4. Write down the recipe Flour Flour Sugar Sugar Eggs Eggs Cinnamon Cinnamon Salt Salt Oil Oil Carrots Carrots Baking Powder Baking Powder 1. Use 8 ingredients (no alternates, use all eight)

9. A Recipe for Prevention! A Recipe for Change! A Recipe for Prevention! A Recipe for Change! What food item did your group make with these 8 ingredients? What food item did your group make with these 8 ingredients? How did your group know what to make? How did your group know what to make? How would a base recipe help us make the same quality product? How would a base recipe help us make the same quality product?

10. A Recipe for Prevention! A Recipe for Change! A Recipe for Prevention! A Recipe for Change! Using a recipe is like teaching health and nutrition. Think about it. Think about it.

11. A Recipe for Prevention! A Recipe for Change! A Recipe for Prevention! A Recipe for Change! In the classroom our goal is not baking quality bread – it is developing healthier students! What ingredients will we need?

12. The CHECS are like a Recipe The CHECS are like a Recipe Recipe for Excellent Bread Recipe for Healthier Students 8 Ingredients 8 Overarching HECS Eggs Eggs Flour Flour Salt Salt Sugar Sugar Carrots Carrots Cinnamon Cinnamon Oil Oil Baking Powder Baking Powder Essential Concepts Essential Concepts Analyzing Influences Analyzing Influences Accessing Valid Information Accessing Valid Information Interpersonal Communication Interpersonal Communication Decision Making Decision Making Goal Setting Goal Setting Practicing Health Enhancing Behaviors Practicing Health Enhancing Behaviors Health Promotion Health Promotion How Much and Steps – Ingredient amounts and directions How Much and Steps (Scope and Sequence) – Grade-Level Content Standards

13. A Recipe for Prevention! A Recipe for Change! A Recipe for Prevention! A Recipe for Change! If we just give teachers the Overarching Standards (ingredients) without a recipe, what would happen?

14. A Closer Look at the Ingredients Overarching HECS Activity 1. Create a “Standards” cube 2. Practice using the rationale and abbreviations

15. How do the 8 Overarching Content Standards relate to the 6 Health Content Topics, and Grade Levels?

16. The Standards in Action! Activity 1. Anatomy of a Standard Grades Seven and Eight Grades Seven and Eight 1.8.N Overarching Standard Number Content Area Number of the Standard 2. Write them into the three types of standards (EC, AVI, DM)

17. Take a Break! Take a Break! 10 minutes Break and 5 minutes Physical Activity

18. Reflection 1. Who are partners in sharing and supporting the CHECS? 2.Could any information learned in the first section serve as tools to inform administration about nutrition education? (Importance to student health and as an academic subject.)

19. What are Skills and How are they Learned? Eating my homework did that to him, as they say, you are what you eat. By George B. Abbott

20. How are skills learned? How are skills learned? Just because we know does not mean they know! Just because we know how does not mean they know how! We must teach knowledge and skills!

21. Steps for Effective Skill-Based Instruction 1. Present the importance of the skill, and present the steps to complete the skill. 2. Model the Skill. 3. Guided Practice. 4. Independent Practice. 5. Apply, Feedback, and Reinforcement.

22. How are skills learned? How are skills learned? What does this have to do with developing a healthy active lifestyle? Knowledge + Skill + Practice + Reinforcement = Success

23. California’s Got Standards! Before we start … 1. 1. Review the score card 2. 2. Present a lesson – should it go on?

24. California’s Got Standards! California’s Got Standards – Score Card Name of Lesson: Fast Food – What is a Healthy Choice? Lesson Grade Level? (Circle one or more) KindergartenGrade 2Grade 4 Grade 5Middle SchoolHigh School Which Overarching Standards are addressed in this lesson? Check the Overarching Standard and write in any of the grade-level standards your group identifies:  1. Essential Concepts  3. Accessing Valid Health Information  3. Decision Making Does this lesson include skill development? Which steps? (Check all that apply)  1. Background and Importance of the Skill  2. Models and Presents Steps of the Skill  3. Guided Practice  4. Independent Practice  5. Application/Reflection

25. L.A. OKs moratorium on fast-food restaurants In bid to fight obesity, city imposes one-year ban in poor neighborhoods AP Associated Press updated 5:52 p.m. PT, Tues., July. 29, 2008

26. Fast Food – What’s A Healthy Choice? Decision-Making Process 1. State the situation 2. List the options 3. Weigh the possible consequences 4. Consider values 5. Make a decision and act 6. Evaluate the decision

27. Fast Food – What’s A Healthy Choice? Online Resources for Fast-Food Research These are two that are listed on the USDA Web site: These are two that are listed on the USDA Web site: –The Fast Food Explorer  http://www.fatcalories.com/ –Calorie King  http://www.calorieking.com/foods/

28. California’s Got Standards! California’s Got Standards – Score Card Name of Lesson: Fast Food – What is a Healthy Choice? Lesson Grade Level? (Circle one or more) KindergartenGrade 2Grade 4 Grade 5Middle SchoolHigh School Which Overarching Standards are addressed in this lesson? Check the Overarching Standard and write in any of the grade-level standards your group identifies:  1. Essential Concepts  3. Accessing Valid Health Information  3. Decision Making Does this lesson include skill development? Which steps? (Check all that apply)  1. Background and Importance of the Skill  2. Models and Presents Steps of the Skill  3. Guided Practice  4. Independent Practice  5. Application/Reflection

29. Identify the Overarching and Grade-Level Standards Essential Concepts – Grades 7/8: 1.6.N – Analyze the caloric and nutritional value of food. Accessing Valid Information – Grades 7/8: 3.3.N – Describe how to access nutrition information about foods offered in restaurants in one’s community. Decision Making – Grades 7/8: 5.1.N – Use a decision-making process to evaluate daily food intake for nutritional requirements.

30. Which Steps in Skill-Based Instruction Were Included? 1. Present the importance of the skill, and present the steps to complete the skill. 2. Model the Skill. 3. Guided Practice. 4. Independent Practice. 5. Apply, Feedback, and Reinforcement.

31. California’s Got Standards! 1. Work in grade-level groups 2. Complete the group activity sheets (10 minutes) 3. Share lesson with the group (3 minutes each)

32. Fast Forward – The Standards in Action!

33. Skills-Based Nutrition Education Training Objectives Identify and understand the function of the California Health Education Content Standards. Review instructional components of skill development. Identify and explore grade-level Nutrition and Physical Activity standards for Essential Concepts (EC), Accessing Valid Information (AVI), and Decision-Making (DM). Access resources and lessons for connecting standards to instruction. Identify and explore effective teaching strategies for skill development and learning.

34. Strategies anyone? Strategies anyone? What teaching strategies were used in this training? What teaching strategies were used in this training?

35. Strategies anyone? Strategies anyone? We used the following strategies We used the following strategies Collaborative Learning Activities. Collaborative Learning Activities. Pair Share, Quad Share, Table Share. Pair Share, Quad Share, Table Share. Using Questions as a Teaching Tool. Using Questions as a Teaching Tool. Facilitating Peer Feedback and Support. Facilitating Peer Feedback and Support. Large Group Discussion. Large Group Discussion. Hand-On Activities. Hand-On Activities. ABC (Action Before Content) ABC (Action Before Content) How/when were the strategies used? How/when were the strategies used?

36. Reflect and Overcoming Barriers What information or resources did you learn today? What information or resources did you learn today? What opportunities or challenges are there to including the standards in your programs? What opportunities or challenges are there to including the standards in your programs?

37. You are not alone! Other partners in standards-based instruction and reaching the California Health Education Content Standards? Other partners in standards-based instruction and reaching the California Health Education Content Standards? –Health Educators –Health Coordinators –School Nurses –PE Instructors –County Offices of Education –CHKRC –CDE

38. CHKRC Web Site www.californiahealthykids.org

39. California After School Resource Center (CASRC) www.californiaafterschool.org

40. Standards-Based Nutrition Education Training Contact information: Jacquelyn Russum, MPH, RD Phone – 510-670-4585 or Toll Free – 1-888-318-8188 E-mail – jrussum@californiahealthykids.org jrussum@californiahealthykids.org This material was developed with funding from the California Department of Education, Nutrition Services Division and trainings are delivered with funding by USDA’s Food Stamp Program through the California Department of Pubic Health’s Network for a Healthy California. This institution is an equal opportunity provider and employer. The Food Stamp Program provides nutrition assistance to people with low income. It can help buy nutritious foods for a better diet. For information on the Food Stamp Program, call 1-888-328-3483.