Spring 2017

Legacy Early College Wellness Policy

Modeled after ALLIANCE FOR A HEALTHIER GENERATION

Table of Contents

Preamble ……………………………………………………………………2

School Wellness Committee ……………………………………………...3

Wellness Policy Implementation, Monitoring,

Accountability, and Community Engagement …………………………..4

Nutrition ……………………………………………………………………..5

Physical Activity …………………………………………………………..10

Other Activities that Promote Student Wellness …………...…………14

Glossary ……………………………………………………..…………….17

References…………………………………………………………………18

 Appendices………………………………………………………………..

        A: School Level Contacts………………………………………...19

        B: Smart Snack List for Legacy Early College……..………….20

        C: Approved Eating Establishments…………………………….21

        D: Longitudinal Research (2010-2016) at Legacy……………..22

 

 


Legacy Early College Wellness Policy

Preamble

Legacy Early College (hereto referred to as LEC) is committed to the optimal development of every student. LEC believes that for students to have the opportunity to achieve personal, academic, developmental and social success, we need to create positive, safe and health-promoting learning environments at every level, in every setting, throughout the school year, as well as summer programs.    

Research shows that two components, good nutrition and physical activity before, during and after the school day, are strongly correlated with positive student outcomes. For example, student participation in the U.S. Department of Agriculture’s (USDA) School Breakfast Program is associated with higher grades and standardized test scores, lower absenteeism and better performance on cognitive tasks.  Conversely, less-than-adequate consumption of specific foods including fruits, vegetables and dairy products, is associated with lower grades among students. In addition, students who are physically active through active transport to and from school, recess, physical activity breaks, high-quality physical education and extracurricular activities – do better academically.  Finally, there is evidence that adequate hydration is associated with better cognitive performance.

This policy outlines Legacy Early College’s approach to ensuring environments and opportunities for all students to practice healthy eating and physical activity behaviors throughout the school day while minimizing commercial distractions.  Specifically, this policy establishes goals and procedures to ensure that:

This policy applies to all students, staff and campuses within Legacy Early College. Specific measureable goals and outcomes are identified within each section below.

School Wellness Committee

Committee Role and Membership

LEC will convene a representative wellness committee (hereto referred to as the LWC) that meets at least four times per year [with sub- committee meetings as necessary prior to main meeting to establish goals for and oversee school health and safety policies and programs, including development, implementation and periodic review and update of this wellness policy (heretofore referred as “wellness policy”).  

The LWC membership will represent all school levels (elementary and secondary schools) and include (to the extent possible), but not be limited to: parents and caregivers; students; representatives of the school nutrition program (e.g., school nutrition director); physical education teachers; health education teachers; school health professionals (e.g., health education teachers, school health services staff [e.g., nurses, physicians, dentists, health educators, and other allied health personnel who provide school health services], and mental health and social services staff [e.g., school counselors, psychologists, social workers, or psychiatrists]; school administrators (e.g.., superintendent, principal, vice principal), school board members; health professionals (e.g., dietitians, doctors, nurses, dentists); and the general public. When possible, membership will also include Supplemental Nutrition Assistance Program Education coordinators (SNAP-EDEDSNAP-Ed). To the extent possible, the LWC will include representatives from each school campus and reflect the diversity of the community.   

Leadership

The Executive Director or designee(s) will convene the LWC and facilitate development of and updates to the wellness policy, and will ensure each school’s compliance with the policy.  

 Name

Relationship to the School

Email address

Role on Committee

Mary Mack

Student Service Director

mmack@legacyearlycollege.org

Oversee committee and its effectiveness

Karen Brown, RN, DSN, APRN

Health and Education Consultant

drbrown@legacyearlycollege.com

Assists in the creation and evaluation of implementation

Julian A. Reed, Ed.D, MPH

Physical Education Consultant

Julian.Reed@furman.edu

Assists in the creation and evaluation of the implementation

Each campus will designate a school wellness policy coordinator, who will ensure compliance with the policy. Refer to Appendix A for a list of school-level wellness policy coordinators and members.

  1. Wellness Policy Implementation, Monitoring, Accountability and Community Engagement

Implementation Plan

LEC will develop and maintain a plan for implementation to manage and coordinate the execution of this wellness policy. The plan delineates roles, responsibilities, actions and timelines specific to each school; and includes information about who will be responsible to make what change, by how much, where and when; as well as specific goals and objectives for nutrition standards for all foods and beverages available on the school campus, food and beverage marketing, nutrition promotion and education, physical activity, physical education and other school-based activities that promote student wellness. LEC uses the Healthy Schools Program online tools to complete a school-level assessment based on the Centers for Disease Control and Prevention’s School Health Index, create an action plan that fosters implementation and generate an annual progress report.    

This wellness policy and the progress reports can be found at: LEC’s WEBSITE.

Recordkeeping

LEC will retain records to document compliance with the requirements of the wellness policy at all campus offices and LEC website.  Documentation maintained in this location will include but will not be limited to:

 Annual Notification of Policy

Legacy Early College will actively inform families and the public each year of basic information about this policy, including its content, any updates to the policy and implementation status. The school will make this information available via the website and/or school-wide communications. The school will provide as much information as possible about the school nutrition environment. This will include a summary of Legacy Early College events or activities related to wellness policy implementation. Annually, the school will also publicize the name and contact information of the school officials leading and coordinating the committee, as well as information on how the public can get involved with the school wellness committee.

Triennial Progress Assessments

At least once every three years, Legacy Early College will evaluate compliance with the wellness policy to assess the implementation of the policy and include:

The position/person responsible for managing the triennial assessment and contact information is: Mary Mack, Student Service Director @ mmack@legacyearlycollege.org.

The LWC, in collaboration with each campus school, will monitor schools’ compliance with this wellness policy.  Legacy Early College will actively notify households/families of the availability of the triennial progress report.  

Revisions and Updating the Policy

The LWC will update or modify the wellness policy based on the results of the annual School Health Index and triennial assessments and/or as School priorities change; community needs change; wellness goals are met; new health science, information, and technology emerges; and new Federal or state guidance or standards are issued. The wellness policy will be assessed and updated as indicated at least every three years, following the triennial assessment.

Community Involvement, Outreach and Communications

Our school is committed to being responsive to community input, which begins with awareness of the wellness policy. The school will actively communicate ways in which representatives of LWC and others can participate in the development, implementation and periodic review and update of the wellness policy through a variety of means appropriate for that campus.  LEC will also inform parents of the improvements that have been made to school meals and compliance with school meal standards, availability of child nutrition programs and how to apply, and a description of and compliance with Smart Snacks in School nutrition standards. will use electronic mechanisms, such as email or displaying notices on the school’s website, as well as non-electronic mechanisms, such as newsletters, presentations to parents, or sending information home to parents, to ensure that all families are actively notified of the content of, implementation of, and updates to the wellness policy, as well as how to get involved and support the policy. LEC will ensure that communications are culturally and linguistically appropriate to the community, and accomplished through means similar to other ways that the district and individual campus schools are communicating important school information with parents.

LEC will actively notify the public about the content of or any updates to the wellness policy annually, at a minimum. LEC will also use these mechanisms to inform the community about the availability of the annual and triennial reports.

  1. Nutrition

School Meals

Legacy Early College is committed to serving healthy meals to children, with plenty of fruits, vegetables, whole grains, and fat-free and low-fat milk; that are moderate in sodium, low in saturated fat, and have zero grams trans fat per serving (nutrition label or manufacturer’s specification); and to meeting the nutrition needs of school children within their calorie requirements. The school meal programs aim to improve the diet and health of school children, help mitigate childhood obesity, model healthy eating to support the development of lifelong healthy eating patterns and support healthy choices while accommodating cultural food preferences and special dietary needs.

All campuses schools within LEC participate in USDA child nutrition programs, including the National School Lunch Program (NSLP), the School Breakfast Program (SBP), and Federal child nutrition programs in which the district participates, possibly including the Fresh Fruit & Vegetable Program (FFVP), Special Milk Program (SMP), Summer Food Service Program (SFSP), Supper programs, or others. The school also operates additional nutrition-related programs and activities including [Farm to School programs, school gardens, Mobile Breakfast carts, and Grab ‘n’ Go Breakfast]. All campuses are committed to offering school meals through the NSLP and SBP programs, and other applicable Federal child nutrition programs, that:

Staff Qualifications and Professional Development

All school nutrition program directors, managers and staff will meet or exceed hiring and annual continuing education/training requirements in the USDA professional standards for child nutrition professionals. These school nutrition personnel will refer to USDA’s Professional Standards for School Nutrition Standards website to search for training that meets their learning needs.

Water

To promote hydration, free, safe, unflavored drinking water will be available to all students throughout the school day* and throughout every school campus* (“school campus” and “school day” are defined in the glossary). The school will make drinking water available where school meals are served during mealtimes.  

Competitive Foods and Beverages

Legacy Early College is committed to ensuring that all foods and beverages available to students on the school campus* during the school day* support healthy eating. The foods and beverages sold and served outside of the school meal programs (e.g., “competitive” foods and beverages) will meet the USDA Smart Snacks in School nutrition standards, at a minimum. Smart Snacks aim to improve student health and well-being, increase consumption of healthful foods during the school day and create an environment that reinforces the development of healthy eating habits. A summary of the standards and information, as well as a Guide to Smart Snacks in Schools are available at: http://www.fns.usda.gov/healthierschoolday/tools-schools-smart-snacks. The Alliance for a Healthier Generation provides a set of tools to assist with implementation of Smart Snacks available at www.foodplanner.healthiergeneration.org.

To support healthy food choices and improve student health and well-being, all foods and beverages outside the reimbursable school meal programs that are sold to students on the school campus during the school day* [and ideally, the extended school day*] will meet or exceed the USDA Smart Snacks nutrition standards [or, if the state policy is stronger, “will meet or exceed state nutrition standards”]. These standards will apply in all locations and through all services where foods and beverages are sold, which may include, but are not limited to, à la carte options in cafeterias, vending machines (not used at LEC), school stores and snack or food carts. All food choices offered will be nut free and produced in a nut- free factory.

Celebrations and Rewards

All foods offered on the school campus will meet or exceed the USDA Smart Snacks in School nutrition standards including through:

  1. Celebrations and parties. The school will provide a list of healthy party ideas to parents and teachers, including non-food celebration ideas. Healthy party ideas are available from the Alliance for a Healthier Generation and from the USDA.  
  2. Classroom snacks brought by parents must be nut free and produced in a nut free facility. The school will provide to parents a list of foods and beverages that meet Smart Snacks nutrition standards.  (Appendix B).
  3. Rewards and incentives. The school will provide teachers and other relevant school staff a list of alternative ways to reward children. Foods and beverages will not be used as a reward, or withheld as punishment for any reason, such as for performance or behavior.

Fundraising

Foods and beverages that meet or exceed the USDA Smart Snacks in Schools nutrition standards may be sold through fundraisers on the school campus* during the school day*. The school will make available to parents and teachers a list of healthy fundraising ideas [examples from the Alliance for a Healthier Generation and the USDA].

Nutrition Promotion

Nutrition promotion and education positively influence lifelong eating behaviors by using evidence-based techniques and nutrition messages, and by creating food environments that encourage healthy nutrition choices and encourage participation in school meal programs. Students and staff will receive consistent nutrition messages throughout schools, classrooms, gymnasiums, and cafeterias. Nutrition promotion also includes marketing and advertising nutritious foods and beverages to students and is most effective when implemented consistently through a comprehensive and multi-channel approach by school staff, teachers, parents, students and the community.

LEC will promote healthy food and beverage choices for all students throughout the school campus, as well as encourage participation in school meal programs. This promotion will occur through at least:

Nutrition Education

Legacy Early College will teach, model, encourage and support healthy eating by all students. Schools will provide nutrition education and engage in nutrition promotion that:

Essential Healthy Eating Topics in Health Education

Legacy Early College will include in the health education curriculum a minimum of 12 of the following essential topics on healthy eating:


Food and Beverage Marketing in Schools

Legacy Early College is committed to providing a school environment that ensures opportunities for all students to practice healthy eating and physical activity behaviors throughout the school day while minimizing commercial distractions. LEC strives to teach students how to make informed choices about nutrition, health and physical activity. These efforts will be weakened if students are subjected to advertising on school property that contains messages inconsistent with the health information the LEC is imparting through nutrition education and health promotion efforts. It is the intent of LEC to protect and promote student’s health by permitting advertising and marketing for only those foods and beverages that are permitted to be sold on the school campus, consistent with LEC’s wellness policy.

Any foods and beverages marketed or promoted to students on the school campus* during the school day* will meet or exceed the USDA Smart Snacks in School nutrition standards

.

Food and beverage marketing is defined as advertising and other promotions in schools. Food and beverage marketing often includes an oral, written, or graphic statements made for the purpose of promoting the sale of a food or beverage product made by the producer, manufacturer, seller or any other entity with a commercial interest in the product.  All LEC Food and Beverage marketing of products will meet or exceed the USDA SmartSnacks and Nutrition Standards. This term includes, but is not limited to the following:

As Legacy Early College /school nutrition services/Athletics Department/ PTO reviews existing contracts and considers new contracts, equipment and product purchasing (and replacement) decisions should reflect the applicable marketing guidelines established by Legacy Early College wellness policy.

  1. Physical Activity

Children and adolescents should participate in at least 60 minutes of physical activity every day. A substantial percentage of students’ physical activity can be provided through a comprehensive school physical activity program (CSPAP). A CSPAP reflects strong coordination and synergy across all of the components: quality physical education as the foundation; physical activity before, during and after school; staff involvement and family and community engagement and LEC is committed to providing these opportunities. LEC will ensure that these varied physical activity opportunities are in addition to, and not as a substitute for, physical education (addressed in “Physical Education” subsection). All campuses at LEC will be encouraged to participate in Let’s Move! Active Schools (www.letsmoveschools.org) in order to successfully address all CSPAP areas.  

Physical activity during the school day (including but not limited to recess, classroom physical activity breaks or physical education) will not be withheld as punishment for any reason This does not include participation on sports teams that have specific academic requirements. LEC will provide teachers and other school staff with a list of ideas for alternative ways to discipline students.

To the extent practicable, LEC will ensure that its grounds and facilities are safe and that equipment is available to students to be active. LEC will conduct necessary inspections and repairs.  

Physical Education

LEC will provide students with physical education, using an age-appropriate, sequential physical education curriculum consistent with national and state standards for physical education.  The physical education curriculum will promote the benefits of a physically active lifestyle and will help students develop skills to engage in lifelong healthy habits, as well as incorporate essential health education concepts (discussed in the “Essential Physical Activity Topics in Health Education” subsection). The curriculum will support the essential components of physical education.

All students will be provided equal opportunity to participate in physical education classes. LEC will make appropriate accommodations to allow for equitable participation for all students and will adapt physical education classes and equipment as necessary.  

Daily Physical Education (P.E.) K-12.  All students in grades K-12, including students with disabilities, and special health-care needs, will receive daily physical education (or its equivalent of 45 minutes/day for students for the entire school year.  All physical education will be taught by a certified physical education teacher.  Student involvement in other activities involving physical activity (e.g., interscholastic or intramural sports) will not be substituted for meeting the physical education requirement.  Students will spend at least 50 percent of physical education class time participating in moderate to vigorous physical activity.

All LEC elementary students in each grade will receive physical education for at least 45 minutes per day throughout the school year.

All LEC secondary students (middle and high school) are required to take physical education 45 minutes per day throughout all secondary school years as well.

LEC physical education program will promote student physical fitness through individualized fitness and activity assessments (via FitnessGram and the Presidential Youth Fitness Program) and will use criterion-based reporting for each student.  

Essential Physical Activity Topics in Health Education

Health education will be required in all grades (elementary) and LEC will require middle and high school students to take and pass at least one health education course. LEC will include in the health education curriculum a minimum of 12 the following essential topics on physical activity and the following:

Recess (Elementary)

All elementary schools will offer at least 10 minutes of recess on all days during the school year. This policy may be waived on early dismissal or late arrival days. If recess is offered before lunch, schools will have appropriate hand-washing facilities and/or hand-sanitizing mechanisms located just inside/outside the cafeteria to ensure proper hygiene prior to eating and students are required to use these mechanisms before eating. Hand-washing time, as well as time to put away coats/hats/gloves, will be built in to the recess transition period/timeframe before students enter the cafeteria.

Outdoor recess will be offered when weather is feasible for outdoor play.

In the event that the school must conduct indoor recess, teachers and staff will follow the indoor recess guidelines that promote physical activity for students, to the extent practicable.

Recess will complement, not substitute, physical education class. Recess monitors or teachers will encourage students to be active, and will serve as role models by being physically active alongside the students whenever feasible.

Classroom Physical Activity Breaks (Elementary and Secondary)

LEC recognizes that students are more attentive and ready to learn if provided with periodic breaks when they can be physically active or stretch. Thus, students will be offered periodic opportunities to be active or to stretch throughout the day on all or most days during a typical school week. LEC recommends teachers provide short (3-5-minute) physical activity breaks to students during and between classroom time at least three days per week. These physical activity breaks will complement, not substitute, for physical education class, recess, and class transition periods.

LEC will provide resources and links to resources, tools, and technology with ideas for classroom physical activity breaks. Resources and ideas are available through USDA and the Alliance for a Healthier Generation.  

Active Academics

Teachers will incorporate movement and kinesthetic learning approaches into “core” subject instruction when possible (e.g., science, math, language arts, social studies and others) and do LEC will support classroom teachers incorporating physical activity and employing kinesthetic learning approaches into core subjects by providing annual professional development opportunities and resources, including information on leading activities, activity options, as well as making available background material on the connections between learning and movement.

Teachers will serve as role models by being physically active alongside the students whenever feasible. Legacy Early College currently uses ActivEd’s Kinesthetic learning platform Walkabouts that provide provided movement lessons correlated to SC state standards in Math and English Language Arts/Literacy.

Integrating Physical Activity into the Classroom Setting.  All Legacy Early College students will have 45 minutes of physical education activities, five days per week within the regular school calendar. To receive the nationally-recommended amount of daily physical activity (i.e., at least 60 minutes per day) and for students to fully embrace regular physical activity as a personal behavior, elementary students will also have recess and the middle and high school will need opportunities for physical activity beyond physical education class.  Toward that end:

Before and After School Activities

Legacy Early College offers opportunities for students to participate in physical activity either before and/or after the school day (or both) through a variety of methods. LEC will encourage students to be physically active before and after school by: physical activity clubs (bike club), physical activity in aftercare (swimming, YMCA activities; Salvation Army Kroc Center), intramurals or interscholastic sports).

Active Transport

LEC will support active transport to and from school, such as walking or biking. LEC will encourage this behavior by engaging in six or more of the activities below; including but not limited to:

  1. Other Activities that Promote Student Wellness

LEC will integrate wellness activities across the entire school setting, not just in the cafeteria, other food and beverage venues and physical activity facilities. LEC will coordinate and integrate other initiatives related to physical activity, physical education, nutrition and other wellness components so all efforts are complementary, not duplicative, and work towards the same set of goals and objectives promoting student well-being, optimal development and strong educational outcomes.

Schools will coordinate content across curricular areas that promote student health, such as teaching nutrition concepts in mathematics, with consultation provided by LEC’s curriculum experts.  

All efforts related to obtaining federal, state or association recognition for efforts, or grants/funding opportunities for healthy school environments will be coordinated with and complementary of the wellness policy, including but not limited to ensuring the involvement of the Legacy Wellness Committee and campus and off campus experts.

All school-sponsored events will adhere to the wellness policy guidelines. All school-sponsored wellness events will include physical activity and healthy eating opportunities when appropriate.  

Community Partnerships

LEC will further develop, enhance, and/or continue relationships with community partners (e.g., hospitals, universities/colleges, local businesses, SNAP-Ed providers and coordinators, etc.) in support of this wellness policy’s implementation.  Existing and new community partnerships and sponsorships will be evaluated to ensure that they are consistent with the wellness policy and its goals.  

Community Health Promotion and Family Engagement

LEC will promote to parents/caregivers, families, and the general community the benefits of and approaches for healthy eating and physical activity throughout the school year. Families will be informed and invited to participate in school-sponsored activities and will receive information about health promotion efforts.  

As described in the “Community Involvement, Outreach, and Communications” subsection, LEC will use electronic mechanisms (e.g., email or displaying notices on the schools website), as well as non-electronic mechanisms, (e.g., newsletters, presentations to parents or sending information home to parents), to ensure that all families are actively notified of opportunities to participate in school-sponsored activities and receive information about health promotion efforts.  

Staff Wellness and Health Promotion

The Legacy Wellness Committee will have a staff wellness subcommittee that focuses on staff wellness issues, identifies and disseminates wellness resources and performs other functions that support staff wellness in coordination with human resources staff. The subcommittee leaders are listed in Appendix A.  

Each campus will implement strategies to support staff in actively promoting and modeling healthy eating and physical activity behaviors. Examples of strategies schools will use, as well as specific actions staff members can take, include:

Legacy Early College provides opportunities for all of Legacy Early College staff to be healthy:

1) A weekly newsletter containing fitness facts/ or articles, on eating and preparing healthy meals, daily scheduled for all our fitness classes taught in the schools fitness center, and our current health challenge for all Legacy staff.

2) Weekly fitness classes such as, CrossFit, TRX, Weight Training, Yoga, Body Blast, Spin, Zumba, and Power Class are taught daily.

3) Legacy provides opportunities for staff to participate in health/fitness challenges with incentives, such as gift cards to participate.  In the 2016/2017 year we had a Steps Challenge and Weight Loss / Fitness Challenge. These challenges are optional. Legacy is currently promoting Fitness Points Challenge encouraging our staff to participate in our current fitness class thus receiving points per a class and offering them the opportunity to set up their own Fitness Clubs/classes as well.

4)Legacy Early College requires staff to model Wellness and Healthy living by exercising three 30 minute periods a week, with one of these periods per month on Legacy’s campus.

LEC promotes staff member participation in health promotion programs and will support programs for staff members on healthy eating/weight management that are accessible and free or low-cost.

Professional Learning

When feasible, LEC will offer annual professional learning opportunities and resources for staff to increase knowledge and skills about promoting healthy behaviors in the classroom and school (e.g., increasing the use of kinesthetic teaching approaches or incorporating nutrition lessons into math class). Professional learning will help LEC staff understand the connections between academics and health and the ways in which health and wellness are integrated into ongoing   reform or academic improvement plans/efforts.  

Research

Recent reports from the Robert Wood Johnson Foundation and the Centers for Disease Control and Prevention document that youth who are physically active and fit demonstrate higher levels of academic performance and fewer behavioral problems. Legacy Early College's multifaceted approach to education is based on the premise that a 'sound body nurtures a sound mind.' Physically active children tend to have greater academic achievement and enhanced cognition. Physical activity has also been documented to support learning capacity along with stimulating structural changes in the brain important for learning. 

Legacy Early College has actively supported the documentation of the relationship of physical activity and learning activity through a partnership with Dr. Julian Reed from Furman University. The Executive Summary for Dr. Reed’s most recent report for the research entitled: “Examining the Impact of 45 Minutes of Daily Physical Education on Cognition, Body Composition and Fitness Performance of Elementary and Middle School Youth-Year 7 and Longitudinal Findings (2010-2016)” can be found in Appendix D.

Legacy Early College is committed to the health and wellness of its children. 

Glossary

Extended School Day – the time during, before and afterschool that includes activities such as clubs, intramural sports, band and choir practice, drama rehearsals and more.

Irritants—any biological, chemical, or physical agent that stimulates an inflammatory response causing temporary discomfort. The effects may be acute or chronic and may affect (but are not limited to) vision, skin or respiration. These include but are not limited to perfumes, hair products, lotions, scented room fresheners and cleaning products as well as many more products.)

School Campus - areas that are owned or leased by the school and used at any time for school-related activities, including on the outside of the school building, school buses or other vehicles used to transport students, athletic fields and stadiums (e.g., on scoreboards, coolers, cups, and water bottles), or parking lots.

School Day – the time between midnight the night before to 30 minutes after the end of the instructional day.

Triennial – recurring every three years.

References  

1 Bradley, B, Green, AC. Do Health and Education Agencies in the United States Share Responsibility for Academic Achievement and Health? A Review of 25 years of Evidence About the Relationship of Adolescents’ Academic Achievement and Health Behaviors, Journal of Adolescent Health. 2013; 52(5):523–532.

2 Meyers AF, Sampson AE, Weitzman M, Rogers BL, Kayne H. School breakfast program and school performance. American Journal of Diseases of Children. 1989;143(10):1234–1239.

3 Murphy JM. Breakfast and learning: an updated review. Current Nutrition & Food Science. 2007; 3:3–36.

4 Murphy JM, Pagano ME, Nachmani J, Sperling P, Kane S, Kleinman RE. The relationship of school breakfast to psychosocial and academic functioning: Cross-sectional and longitudinal observations in an inner-city school sample. Archives of Pediatrics and Adolescent Medicine. 1998;152(9):899–907.

5 Pollitt E, Mathews R. Breakfast and cognition: an integrative summary. American Journal of Clinical Nutrition. 1998; 67(4), 804S–813S.

6 Rampersaud GC, Pereira MA, Girard BL, Adams J, Metzl JD. Breakfast habits, nutritional status, body weight, and academic performance in children and adolescents. Journal of the American Dietetic Association. 2005;105(5):743–760, quiz 761–762.

7 Taras, H. Nutrition and student performance at school. Journal of School Health. 2005;75(6):199–213.

8 MacLellan D, Taylor J, Wood K. Food intake and academic performance among adolescents. Canadian Journal of Dietetic Practice and Research. 2008;69(3):141–144.

9 Neumark-Sztainer D, Story M, Dixon LB, Resnick MD, Blum RW. Correlates of inadequate consumption of dairy products among adolescents. Journal of Nutrition Education. 1997;29(1):12–20.

10 Neumark-Sztainer D, Story M, Resnick MD, Blum RW. Correlates of inadequate fruit and vegetable consumption among adolescents. Preventive Medicine. 1996;25(5):497–505.

11 Centers for Disease Control and Prevention. The association between school-based physical activity, including physical education, and academic performance.  Atlanta, GA: US Department of Health and Human Services, 2010.

12 Singh A, Uijtdewilligne L, Twisk J, van Mechelen W, Chinapaw M. Physical activity and performance at school: A systematic review of the literature including a methodological quality assessment. Arch Pediatr Adolesc Med, 2012; 166(1):49-55.

13 Haapala E, Poikkeus A-M, Kukkonen-Harjula K, Tompuri T, Lintu N, Väisto J, Leppänen P, Laaksonen D, Lindi V, Lakka T. Association of physical activity and sedentary behavior with academic skills – A follow-up study among primary school children. PLoS ONE, 2014; 9(9): e107031.

14 Hillman C, Pontifex M, Castelli D, Khan N, Raine L, Scudder M, Drollette E, Moore R, Wu C-T, Kamijo K. Effects of the FITKids randomized control trial on executive control and brain function. Pediatrics 2014; 134(4): e1063-1071.

15 Change Lab Solutions. (2014). District Policy Restricting the Advertising of Food and Beverages Not Permitted to be Sold on School Grounds. Retrieved from http://changelabsolutions.org/publications/district-policy-school-food-ads

Appendix A: Wellness Policy Coordinators

Karen Brown, RN, DSN, APRN – Health and Education Consultant

Cathy Brown, MAT, MSEL – Director of Experiential Learning (Nutrition Leader)

Mary Mack- Student Services Director (Committee Chair)

Wendy Scolamiero- PE Teacher/Elementary (Subcommittee Fitness Leader)

William Wakefield- PE Teacher/Elementary

Mark Corbin – PE Teacher/Parker

Tamah Tate, RN, BAMA- Nurse/Elementary

Melanie Demoise, RN, BSN- Nurse/Parker

Cecil Foster- Student/Staff Fitness (Subcommittee Fitness Leader)

Elena Leon – Parent Coordinator

Vacant- Parent/Parker

Jessica Auguste- Parent Coordinator

Vanessa Floyd- Director of Dining

B. J Jackson – Athletic Director

Student Body Presidents- Student Rep (Suggestion)

Charles Brewer- Parent/Parker Campus and School Board Representative

Joanna Ruth Smyers- Community

Dennisse Channel- Community

Julian Reed, Ed. D., MPH – Physical Education Consultant

* Principals will be strongly encourage to attend all board meetings

Appendix B: Smart Snack List for Legacy Early College

Pretzels:                                                        Fruit Cup:

Utz Pretzel Sticks – Cinnamon, County Stix                        Canned in water, 100% fruit

Pepperidge Farm Goldfish Pretzels                                juice or light syrup

Rold Gold – Thins, Sticks, Rods, Tiny Twists                

                                                                Fresh Fruit:

Chips:                                                                Such as grapes, apples, plums,

Tostitos – Multigrain, multigrain scoops                        oranges, peaches, bananas,

Bakes Ruffles – Original                                        watermelon, etc

Bakes Lays – Original, Sour Cream        

Popchips – All flavors                                                Raw Veggies:

                                                                Including carrots, celery,

Rice cakes:                                                        broccoli, etc

Quaker Quakes Rice Snacks                        

Lundberg Organic                                                Dairy Products:

                                                                Fat free, 1%, 2% milk

Popcorn:                                                        low fat cheese and yogurt

Smartfood – Reduced fat

Wise – Original Butter                                                Granola/Trail Mixes/Seeds:

Utz Popcorn – Butter, cheese                                        Enjoy Life Seed and Fruit Mix

                                                                Enjoy Life Granola – Very Crackers:                                                                                         Berry Crunch

Goldfish – Baby Cheddar, Cheddar,                                Made Good Granola

Whole Grain, Saltine, Parmesan

Keebler Club – Multi-grain, mini multi-grain                        Cereal Bars:

Townhouse – Wheat, Original                                        Nutri Grain cereal bars-                                                                                         blueberry, strawberry, apple                                                                                         cinnamon, mixed berry,                                                                                         cherry, raspberry

        

***Please see www.snacksafely.com for the extended list of nut free snack***

Appendix C: Approved Eating Establishments in Area

“School Staff are encouraged and supported to practice healthy nutrition and physical activity behaviors in school” (p.2 Wellness Preamble).  Because items will be brought into Legacy Early College we are encouraged to support our Wellness Policy.  We are to make “good choices” being mindful of the Wellness Policy Parameters.

Choices that are discouraged include but are not limited to low –nutrition foods and beverages, such as sodas, sports drinks, imitation fruit juices, fried chips, candy, cookies, fruit chews, fruit gummies, snack cakes and fried products.

All products that contain peanuts and/or tree nuts are also not permitted on campus in any form.

Good rule of thumb – if there is a drive though and it’s not Subway – it most likely will not meet the parameters of the Wellness Policy.

“Legacy Early College will promote healthy food and beverage choices for all…throughout the school campus” (p.9 Wellness Policy).

Below are a list of recommended restaurants that have “good choice” options that support our Wellness Policy:

*McAlister’s Deli                                *Adam’s Bistro

*Groucho’s Deli                                *Panera Bread

*Jimmy John’s                                        *Atlanta Bread Company

*Fresh to Order                                *Jason’s Deli

*Everyday Organic                                *Bellacino’s

*Olive Garden                                        *Roly Poly

*Babaziki Mediterranean Grill                        *Two Chefs To Go        

*Zoe’s Kitchen                                        *Subway

*Tazikis                                        *Chipotle

*Larkin’s on the River                                *Swamp Rabbit Café

Appendix D:   Executive Summary

Examining the Impact of 45 Minutes of Daily Physical Education on Cognition, Body Composition and Fitness Performance of Elementary and Middle School Youth-Year 7 and Longitudinal Findings (2010-2016)

Julian A. Reed, Ed.D., MPH

Professor

Health Sciences

Furman University

Greenville, SC 29613

National adult obesity rates exceed 35% in four states, 30% in 25 states and are above 20% in all states according to The State of Obesity: Better Policies for a Healthier America released September, 2016. Louisiana has the highest adult obesity rate at 36.2% and Colorado has the lowest at 20.2%.

US adult obesity rates, fortunately have decreased in four states (Minnesota, Montana, New York and Ohio), increased in two (Kansas and Kentucky) and remained stable in the rest, between 2014 and 2015. These decreases mark the first time in the past decade that any states have experienced decreases — aside from a decline in Washington, D.C. in 2010.

Unfortunately, South Carolina is not on the decline and has the 13th highest adult obesity rate in the US, currently 31.7%, up from 21.1% in 2000 and from 12.0% in 1990.

The Centers for Disease Control and Prevention (CDC) has identified health-risk behaviors such as physical inactivity consistently linked to poor grades and test scores and lower educational attainment. It is widely accepted, however, that participating in regular physical activity reduces the risks of developing chronic diseases associated with obesity along with providing a variety of health benefits.

According to the South Carolina Obesity Action Plan released in the fall of 2014:

The immediate health effects of obesity according to the CDC reveals that obese youth are more likely to have risk factors for cardiovascular disease, such as high cholesterol or high blood pressure. In a population-based sample of 5- to 17-year-olds, 70% of obese youth had at least one risk factor for cardiovascular disease.

Obese adolescents are also more likely to have prediabetes, a condition in which blood glucose levels indicate a high risk for development of diabetes. Additionally, children and adolescents who are obese are at greater risk for bone and joint problems, sleep apnea, social and psychological problems such as stigmatization and poor self-esteem.

The 2015 South Carolina Children's Health Assessment Survey revealed that 27% of middle school aged children did not meet the World Health Organization recommendation of 1 hour or more of physical activity per day for children ages 5-17 and 29% of high school aged youth did not meet this recommendation as well.

Equally alarming, the 2015 Youth Risk Behavior Survey found that 69% of female and 46% of male high school students in South Carolina, respectively, did not participate in at least 60 minutes of physical activity 5 or more days, and 51% of high school students did not play at least on sports team administered by their school or community group in the prior year. Yet federal mandates continue to emphasize academic achievement, leading many school districts to provide only curricula to improve test scores, resulting in instruction time reductions for physical education.

The rise in childhood obesity according to the US Surgeon General is attributed to declines in physical activity opportunities in schools, primarily in physical education and recommends all US school systems mandate daily physical education (150 minutes per week) for elementary age youth.  Considering the significant number of total waking hours youth spend at school and in school-related activities, the Institute of Medicine (IOM) highlights how schools are excellent environments to promote healthy behaviors such as participation in regular physical activity. Schools throughout history been integral to support the well-being and health of youth by providing health screenings, immunizations, and nutrition programs, and also by training them for lifelong learning, thus schools should and can play a positive role providing daily opportunities for youth to be active.

Only about half of youth are reported to meet the current Physical Activity Guidelines for Americans’ recommendation of at least 60 minutes of daily vigorous or moderate-intensity physical activity. The research agenda investigating the impacts of regular physical activity on cognition, academic performance and academic achievement continues to be understudied, however promising findings from the IOM document positive associations between participation in regular physical activity and brain health.

Physical activity can have both immediate and long-term benefits on academic performance and academic achievement. Youth are often better able to concentrate on classroom tasks, which can enhance learning immediately after a bout of physical activity. Physical activity can have both immediate and long-term benefits on academic performance.

Research disseminated by Active Living Research supported by the Robert Wood Johnson Foundation in 2015 revealed that almost immediately after participating in physical activity, children are better able to concentrate on classroom tasks, which can enhance their learning. As youth continue to participate in developmentally appropriate physical activity, their improved physical fitness can possibly have positive effects on academic outcomes. Furthermore, there is little to no evidence that increased physical education time negatively impacts academic achievement.

Less than 4% and 8% of US public elementary and middle schools, respectively, provide daily physical education. These low percentages limit the availability of data to identify all of the potential associations between physical activity, and a variety of cognitive measures. Nonetheless, available data from recent studies highlighted by the IOM, Active Living Research and the CDC substantiate that physically active and physically fit children have greater academic performance, academic achievement and enhanced cognition compared to their less active peers.

Furthermore, 11 of the 14 studies described in the CDC’s report had at least one positive association between physical education and academic outcomes including tests scores and grades. Similarly to these findings was increased time devoted to physical education did not adversely affect academic outcomes regardless of less time spent on core classroom curriculum.

The Year 7 and longitudinal (2010-2016) findings highlighted in this report are consistent with this body of evidence.

The purpose of evaluating the Legacy Early College Physical Activity Program is to examine the impact of 45 minutes of daily physical education on cognition, body composition, and fitness performance of elementary and middle school youth in Greenville, South Carolina.

Participants

In Year 7, eight hundred and ninety-four (N=894) students at Legacy Early College participated in the present study. Students attending two Title I schools were identified as controls (N=703). In previous study years, oversampling techniques were utilized to identify a comparison sample of students for both controls similar to Legacy Early College’s demography. In the present study year (i.e., Year 7) the diversity of Legacy Early College increased, thus all participants in grades 2-8 from Legacy and controls participated in the study for Year 7.

Cognitive Findings

Fitness and Physical Activity Findings

Body Composition Findings

Control elementary school students observed a significant increase in BMI (3.33 vs. 1.52) compared to Legacy Early College elementary school students from 2015-2016.

Adopted 5/11/17