Healthy Schools Colorado Report

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Healthy  Schools  Colorado Healthy  Schools  Colorado    

2010 -­‐-­‐201 2010 201 11    Report Report    



Report  Prepared  by:  


RMC  Health  

Colorado  Department  of  Education   Center  for  Research  Strategies  








Healthy  Schools  Colorado  Project   Evaluation  Measures  Update  2010-­‐2011  


  The  goals  of  the  Healthy  Schools  Colorado  (HSC)  project  are  to  help  support   healthy  living  choices  and  prevent  childhood  obesity.    The  HSC  project  is  targeting   schools,  using  the  Coordinated  School  Health  (CSH)  Model,  to  improve  school  health   policies,  increase  physical  activity,  increase  access  to  healthy  meals  and  vending,  and   increase  knowledge  of  school  nurses  on  asthma  and  diabetes.  The  CSH  Model  guides   schools  through  steps  related  to  bringing  together  a  school  team,  using  the  School  Health   Index  to  assess  school  health  needs,  and  developing  and  implementing  School  Health   Improvement  Plans  (SHIPs)  that  target  school  health  needs.  


  The  HSC  project  creates  the  infrastructure  within  regions,  school  districts,  and   schools  to  support  and  sustain  CSH  efforts.  In  addition,  the  HSC  project  supports   Physical  Education  (PE)  and  School  Nurse  cadres  of  trainers  to  provide  training  to  PE   teachers  and  nurses  state-­‐wide.  Lastly  the  HSC  project  conducts  process  evaluation  of  the   CSH  Model  following  Colorado’s  Roadmap  to  Health  Schools  and  utilizes  a  web-­‐enabled   data  tracking  system  to  monitor  school  level  data  related  to  policies  and  practices  in  the   areas  of  school  health  services,  physical  education,  physical  activity,  and  nutrition.  


  The  information  presented  in  this  evaluation  report  is  from  year  two  (2010-­‐2011)  of   the  HSC  project.  This  report  includes  completed  summaries  of  the  data  elements  outlined   in  the  Healthy  Schools  Colorado  Project:  Evaluation  Measures  document  (See  Appendix   A).  


School  and  Student  Reach  

  As  reported  in  the  2009-­‐2010  progress  report,  a  coordinator  was  hired  for  the  three   school  districts  and  the  two  regions  funded  under  the  HSC  project.  District/regional   coordinators  are  responsible  for  recruiting  and  training  school  health  teams  to  implement   CSH  programs.  The  large  school  district,  Jefferson  County,  hired  a  second  coordinator  at   .5  FTE  to  help  with  the  implementation  and  technical  assistance  to  schools.  The  large   region,  Pikes  Peak,  has  two  coordinators  who  are  both  .5  FTE.    

During  year  two  of  HSC,  there  were  159  schools  recruited  to  implement  CSH   programs  across  the  five  HSC  grantees.  Adams  County  Region  had  20  schools;  Douglas   County  had  26  schools;  Jefferson  County  had  43  schools;  Pikes  Peak  Region  had  33   schools;  and  Poudre  had  37  schools.    During  the  2010-­‐2011  grant  year,  it  was  estimated   that  the  schools  participating  in  the  HSC  project  educated  nearly  94,257  students.  



District  Infrastructure  for  CSH  

To  support  the  district  infrastructure  for  CSH,  coordinators  were  offered  multiple   professional  development  opportunities  during  the  2010-­‐2011  year  to  build  their  capacity   to  implement  district  level  changes  and  school  level  changes  to  support  and  sustain   school  health  and  wellness.  Coordinators  participated  in  quarterly  coordinator  meetings   that  provided  professional  development  and  networking  opportunities.  All  coordinators   attended  the  two-­‐day  Healthy  Schools  Leadership  Retreat  in  June  2011,  which  offered  over   20  different  breakout-­‐sessions  covering  the  eight  components  of  CSH,  wellness  policy   issues,  effective  collaborations,  SHIP  data  collection,  and  more.  

Coordinators  are  responsible  for  several  HSC  grant  assurances  and  

district/regional  work  plans.  Coordinators  are  required  to  complete  end-­‐of-­‐year  reports   on  their  work  plan  progress  and  complete  a  questionnaire  to  provide  information  about   the  process  of  implementing  CSH  at  the  district  or  regional  level.  Many  successes  and   much  progress  were  made  during  the  second  year  of  the  HSC  grant.  Appendix  B  includes   a  summary  report  of  the  district/regional  end-­‐of-­‐year  reports  and  a  summary  of  the  end-­‐

of-­‐year  coordinator  survey  for  2010-­‐2011.  Some  highlights  include:  

• Coordinators  working  in  districts  (Adams  and  Douglas)  with  the  Communities   Putting  Prevention  to  Work  (CPPW)  grants  have  established  relationships  and   ongoing  communication  with  the  CPPW  coordinator.  

• Two  of  the  districts’  advisory  committees  (Poudre  and  Jeffco)  have  created   smaller  working  groups  that  meet  regularly  to  focus  on  high  priority  areas.  

•  Jefferson  County  requires  schools  to  develop  annual  goals  that  address  health   and  wellness.    

• Adam’s  14  advisory  committee  revised  the  wellness  policy  to  include  that  every   school  should  have  a  wellness  team  and  encourages  recess  before  lunch  in   elementary  schools.  

• Coordinators  cited  administrative  support,  resources,  and  support  from   organizations  such  as  RMC  and  CDE  as  key  factors  in  their  success.    

• Lack  of  time  and  competing  priorities  (e.g.,  academics)  were  the  top  barriers   reported  by  coordinators.    

• Coordinators  reported  many  connections,  collaborations,  and  partnerships  with   community  organizations  to  support  CSH.    




School  Infrastructure  for  CSH  

Professional  development  and  technical  assistance  to  school  health  team  co-­‐

leaders  is  a  large  portion  of  the  HSC  coordinators  job  responsibility.  Coordinators   identified  a  total  of  159  schools  that  they  were  working  with  to  implement  CSH  in  2010-­‐

2011.  Coordinators  trained  and  supported  school  health  teams  to  conduct  the  School   Health  Index  (SHI),  identify  high  priority  areas  in  their  school,  and  develop  a  plan  to   address  and  improve  school  health  in  physical  activity  (PA),  physical  education  (PE),   nutrition,  and  other  CSH  components.    

CSH  101  and  CSH  201  trainings  were  conducted  in  the  fall  of  2010  in  each  of  the   districts  and  regions  for  new  and  continuing  schools.  These  trainings  were  successful  and   participants  indicated  that  learning  objectives  were  met  and  that  they  will  use  the  

information  and  skills  they  learned  in  their  work.  In  addition,  the  majority  of  schools  had   representation  by  one  or  both  school  health  team  co-­‐leaders  at  the  2011  Healthy  Schools   Leadership  Retreat  (see  Appendix  C  for  evaluation  results  for  the  2011  Healthy  Schools   Leadership  Retreat.)  Participants  indicated  that  the  learning  objectives  were  met,  that  the   information  and  skills  presented  were  useful,  and  that  the  learning  environment  was   conducive  to  their  learning.    Participant  comments  were  overwhelming  positive  about  the   Retreat,  specifically  about  the  variety  of  sessions  available,  the  location,  the  logistics,  and   expertise  of  presenters  and  keynote  speakers.    

In  addition  to  the  Retreat,  school  health  team  co-­‐leaders  and  school  staff  were   offered  other  professional  development  opportunities  through  their  district,  CDE,  and   RMC  Health.  Webinars  on  conducting  the  School  Health  Index  and  developing  School   Health  Improvement  Plans  are  recorded  and  available  on  RMC  Health’s  website.  Also,   through  the  Colorado  Department  of  Education,  professional  development  was  available   to  school  nurses  in  chronic  disease  management  and  physical  education  teachers  across   the  state  of  Colorado.  Year  two  of  the  grant  targeted  PE  Standards,  Fitness  Assessment,   Brain-­‐based  Learning,  and  Healthy  Living  =  Healthy  Learning.  Training  evaluations   showed  participants  thought  trainings  were  well  organized,  had  useful  information  and   activities,  and  increased  their  knowledge.    The  nurse  cadre  trained  over  390  school  nurses   and  the  PE  cadre  conducted  over  35  trainings.  See  Appendix  C  for  details  and  training   evaluations.    

A  school  level  survey  was  conducted  at  the  end  of  the  2010-­‐2011  school  year  with   school  team  co-­‐leaders  to  monitor  the  CSH  process  (specifically  the  steps  in  Colorado’s   Roadmap  to  Healthy  Schools)  and  document  challenges  and  successes  experienced  by   school  health  teams.  While  results  did  not  differ  significantly  from  year  one,  the  number   of  schools  implementing  CSH  programs  increased  and  schools  are  consistently  reporting   progress  with  the  phases  in  the  Roadmap.  Appendix  B  contains  the  summary  report  from   this  survey.  Highlights  include:    

•  All  schools  have  health  teams  in  place.  


•  Schools  reported  high  satisfaction  with  TA  from  coordinators.  

•  The  majority  of  schools  implementing  a  SHIP  reported  that  they  plan  to   continue  components  and  build  on  their  successes.  

•  School  team  members  who  attended  a  CSH  101  or  CSH  201  training  reported   increased  knowledge  and  skills  on  how  to  use  data  to  identify  needs,  write  SHIPs,   and  learned  effective  strategies  to  manage  school  health  teams.  

•  Schools  reported  funding,  passionate  team  members  and  school  staff,  principal   support,  and  TA  from  coordinators  as  factors  for  success.  

•  Schools  reported  that  lack  of  time,  buy-­‐in  from  administrators,  and  staff   turnover  were  barriers  to  implementation.    


School  Health  Improvement  Plans  (SHIPs)  

As  part  of  the  grant  requirements,  schools  developed  at  least  two  SHIPs,  one   focused  on  physical  activity,  physical  education  or  nutrition  and  the  second  SHIP  focused   on  a  high  priority  area  of  their  choice.  A  total  of  113  teams  targeted  physical  activity  or   physical  education  and  64  teams  focused  on  nutrition.  A  majority  of  teams  (76%)  

identified  two  SHIPs,  while  12%  of  teams  targeted  four  or  more  components  of  CSH  with   their  SHIPs.    

Once  schools  have  implemented  a  SHIP  they  are  required  to  write  at  least  one   success  story  to  describe  what  was  implemented  in  their  school  and  the  outcomes  of   these  efforts.    A  success  story  goes  beyond  the  reporting  of  numbers  and  documentation   of  grant  requirements  and  provides  a  narrative  description  of  a  school’s  program.  A   success  story  is  able  to  bring  to  life  how  CSH  has  impacted  students,  staff,  family,  and  the   community.  Appendix  D  contains  11  success  stories  chosen  to  represent  the  exemplary   work  conducted  in  schools  through  the  HSC  project.  These  success  stories  include   programs  related  to:  

• Increasing  PA  with  a  fitness  course  (Rose  Hill)  

• Implementing  a  health  curriculum  (Rock  Ridge,  Cresthill)  

• Increasing  healthy  snacks  at  parties  and  school  functions  (Red  Rocks,  Monroe,   Kyffin)  

• Increasing  PA  through  student  activity  logs  (Mesa)  

• Increasing  PA  through  a  lunch  intramural  program  (Creighton)  

• Implementing  staff  developed  nutrition  lessons  (Columbia)  

• Increasing  staff  PA  through  staff  pedometer  walking  challenge  (Blevins)  


• Increasing  staff  wellness  through  yoga/Pilates  program  (Adams)    

Coordinator  Lessons  Learned  

In  year  two,  coordinators  were  asked  to  share  their  successes  and  challenges  and   the  strategies  they  used  to  implement  the  CSH  Model  at  the  district  or  region  and  school   level.  To  collect  this  information,  questions  were  included  on  the  end-­‐of-­‐year  surveys,   staff  from  the  Center  of  Research  Strategies  conducted  interviews  with  each  of  the  HSC   coordinators,  and  informal  brainstorming  sessions  were  conducted  at  coordinator   meetings.  Below  are  highlights  from  the  district  and  regional  coordinators’  responses.    


Poudre  Valley  School  District  

The  Poudre  Valley  School  District  (PVSD)  has  strong  local  partners  (e.g.,  Poudre   Valley  Health  System,  the  Poudre  Valley  Health  System  Foundation  and  Colorado  State   University),  and  maintains  wellness  as  a  strong  community  value.  The  district  has  a   strong  wellness  policy  and  enjoys  active  parent  support  for  health  and  wellness  policy   goals.  Securing  teacher  time  for  health  team  activities  and  staff  turnover  have  been  the   biggest  challenges.  


Jefferson  County  School  District  

The  Jefferson  County  School  District  has  made  great  strides  in  institutionalizing   health  and  wellness  as  part  of  district  operations.    As  part  of  JeffCo’s  accreditation  plan,   schools  need  health  and  wellness  goals  as  an  addendum  to  their  Unified  Improvement   Plans.    This  addendum  is  called  “Culture,  Climate,  Health,  Wellness  and  Environment   Plan”  which  should  align  with  the  local  wellness  policy.  Budget  cuts  and  staff  turnover   have  complicated  efforts  to  keep  the  momentum  of  school  team  efforts  moving  forward.  


Adams  School  Districts  #14  and  #50  

Building  on  district  support  for  staff  wellness  programs,  the  Adams  district  

coordinator  has  been  purposefully  “championing  the  champions.”    The  majority  of  school   teams  in  both  districts  14  and  50  have  included  staff  wellness  goals  in  their  school  

improvement  plans.    Another  priority  within  the  districts  has  been  to  communicate  with   principals  any  wellness  policy  changes  and  how  they  should  be  enforced,  with  the  help  of   the  school  teams.    Other  grant  programs  (e.g.,  Live  Well  and  Communities  Putting   Prevention  to  Work)  have  helped  to  reinforce  health  and  wellness  programming  in  the   districts.    The  support  on  the  part  of  district  administrators  and  principals  is  perceived  as   strong.      



Douglas  County  School  District  

With  the  help  of  additional  grant  programs  (Comprehensive  Health  Education  and   Communities  Putting  Prevention  to  Work),  the  Douglas  County  School  District  has  been   strengthening  its  wellness  policies  and  changing  policies  regarding  recess  before  lunch   and  the  amount  of  physical  activity  minutes  built  into  a  school  day.    Efforts  are  also  being   made  to  reinforce  awareness  and  implementation  of  the  district  wellness  policies.    

Programs  such  as  community  gardens  are  serving  to  unify  school  communities  and  to   engage  parents.    Sustaining  these  efforts  is  challenged  by  staff  turnover  and  the  need  to   replace  current  grant  dollars.  


Pikes  Peak  Region  

By  bringing  together  five  Southeast  Colorado  school  districts,  the  Pikes  Peak   Region  has  created  substantial  momentum  behind  school  health  efforts.    Pikes  Peak  has   designated  “coordinators”  or  liaisons  from  each  district  in  the  region  that  meet  on  a   regular  basis.  This  allows  for  peer  mentoring  and  sharing  of  local  successes.    Some   communities  such  as  Manitou  Springs  report  taking  their  wellness  efforts  from  the   schools  into  a  community-­‐wide  effort.    Support  from  community  partners  (such  as  the   Teller  County  Public  Health  Department),  parents  and  school  principals  have  helped  to   maintain  the  region’s  momentum  around  health  and  wellness  goals.  


Healthy  Schools  Colorado  Database  

Given  the  goal  to  develop  and  support  district,  region,  and  school  infrastructure  to   create  sustainable  systems  for  school  wellness  through  the  CSH  Model,  data  is  collected   annually  to  measure  the  number  of  students  impacted  by  policy  changes  in  the  school   and  by  chronic  disease  management  education  through  school  health  services.  The  HSC   project  utilizes  a  web-­‐enabled  data  tracking  system.  Data  on  school  level  policies  and   practices  in  the  areas  of  school  health  services,  physical  education/activity  and  nutrition   are  collected  and  entered  by  HSC  coordinators,  school  teams  and  school  nurses  annually.      

At  the  end  of  the  second  year  of  the  gran  (2010-­‐2011),  151  schools  had  entered  data.  

A  third  of  the  schools  represented  in  the  database  are  in  Jefferson  County  School  District.    

The  majority  of  schools  in  the  database  are  elementary  schools  (65%.)  See  Appendix  E  for   a  full  report  on  the  Healthy  Schools  Colorado  Tracking  System.  Highlights  from  the   database  results  include:  


At  the  school  level,  coordinators  and  teams  were  asked  to  evaluate  whether  their   school  implemented  seven  guidelines  related  to  best  practices  in  physical  education.    

Findings  reveal  that  a  majority  of  schools  reported  implementing  each  guideline  (61%  to  

93%)  impacting  approximately  52,000  to  78,000  students  based  on  school  census  data.    


The  highest  percentage  of  schools  provided  professional  development  to  PE  teachers  or   specialists  on  PE  and  the  least  percentage  of  schools  indicated  that  they  provide  PE   teachers  with  a  written  PE  curriculum.    

NASPE  recommends  that  school  age  children  accumulate  at  least  60  minutes  of   physical  activity  per  day  or  300  minutes  per  week.    Most  HSC  schools  reporting  data  in   the  2010-­‐11  school  year  fell  short  of  NASPE’s  recommendation  for  physical  activity.    Per   school  teams  estimates  elementary  students  averaged  140  minutes  of  physical  activity  per   week.  Middle  and  high  school  students  receiving  physical  activity  breaks,  averaged  114   and  87  minutes  per  week  respectively.      

NASPE  recommends  150  minutes  of  physical  education  per  school  week  for   elementary  school  children  and  225  minutes  for  middle  and  high  school  students.    

Assuming  a  36-­‐week  school  year,  this  translates  into  90  hours  of  PE  for  elementary  age   students  and  135  hours  for  middle  and  high  school  students  per  school  year.    Coordinators   and  school  teams  estimates  suggest  that  elementary  students  receive  an  average  of  42   hours  of  physical  education  per  year,  while  middle  and  high  school  students  average  60   and  70  hours  respectively  per  year.      


School  Health  Services  

  During  the  2010-­‐2011,  the  school  nurse  cadre  provided  both  online  and  in  person   training  on  obesity  related  issues  and  healthy  living  strategies  and  reached  nearly  350   participants  statewide.  While  the  recommended  ratio  of  nurse  to  students  is  1:750  for  well   students,  the  ratio  for  the  entire  state  of  Colorado  is  a  dismal  1:1,931.    Among  schools   participating  in  the  HSC,  the  estimated  ratio  is  higher  with  one  full  time  equivalent   school  nurse  for  every  2,639  students.    

In  the  2010-­‐11  academic  year,  school  nurses  identified  6,179  students  being  without   health  insurance  and  referred  2,260  eligible  students  to  state  health  insurance.  School   nurses  provided  vision,  hearing,  oral  health  and  height  and  weight  screening  to  a  large   number  of  students  (51,165  students  for  vision  to  2,291  students  for  oral  health.)      

Within  the  HSC  online  database,  nurses  estimated  that  among  the  6,455  students   with  asthma,  41%  of  them  self-­‐managed  their  condition  and  that  28%  of  asthmatic  

students  kept  medicine  at  school.    Have  students  identified  with  diabetes  (267  students),   59%  self-­‐managed  their  condition  and  90%  had  medicine  at  school.  


Nutrition-­‐Access  to  Healthy  Foods  

  Coordinators  and  school  teams  were  asked  to  evaluate  whether  their  school  

implemented  six  guidelines  related  to  best  practices  in  nutrition  services.    In  most  schools  

many  of  these  guidelines  are  in  place.    Ninety-­‐nine  percent  of  schools  complied  with  the  

USDA  regulations  and  99%  of  schools  reported  that  students  have  access  to  healthy  food  


choices  in  appropriate  portion  sizes.    Only  30%  of  schools  require  that  healthy  food   options  are  available  to  students  at  school  functions  and  65%  of  schools  encouraged   parents  to  provide  a  variety  of  nutritious  foods  if  students  bring  lunch  or  snacks  from   home.    


Nutrition-­‐Vending  Machines  

   None  of  the  elementary  schools  offered  vending  machine  access  to  students.    In   contrast,  95%  of  the  high  schools  (19)  and  73%  of  the  middle  schools  (16)  had  vending   machines  for  student  use,  including  four  middle  schools  that  only  sold  bottled  water.    

The  data  reveal  that  all  schools  with  vending  machines  sold  bottled  water  and  the   majority  (53%  -­‐  80%)  offered  100%  juice  beverages  and  food  items  containing  no  more   than  35%  with  total  calories  from  fat  or  35%  of  total  weight  in  sugar.    The  majority  of   middle  and  high  schools  (63%)  do  not  sell  sodas  in  vending  machines.    


Changes  from  Year  One  to  Year  Two  

  When  appropriate  comparisons  between  Cohort  1  (schools  who  started  in  year  one   of  the  grant)  and  Cohort  2  (schools  that  started  in  year  two  of  the  grant)  were  made  to   determine  progress.  Notable  improvements  in  Cohort  1  schools  include:  


PE  and  PA  Policies  

• 14%  increase  in  schools  offering  opportunities  for  all  students  to  participate  in   intramural  activities  or  physical  activity  clubs  

• 10%  increase  in  schools  providing  PE  teachers  with  assessment  plans  

• 10%  increase  in  schools  providing  PE  teachers  with  a  written  PE  curriculum  

• The  overall  number  of  physical  activity  breaks  increased  by  3%,  and    

Nutrition  Services  Policies  

• 14%  increase  in  schools  requiring  healthy  food  choices  be  available  to  students  at   every  school  function,  

• 8%  increase  in  schools  restricting  student  access  to  vending  machines,  school  

stores,  and  other  venues  that  contain  foods  of  minimal  nutritional  value,  and  



Healthy  Vending  

• Two  schools  from  Cohort  1  (a  K-­‐8  and  a  middle  school),  no  longer  allow  students   access  to  vending  machines,  

• Five  middle  schools  and  four  high  schools  now  offer  nuts,  seeds,  dairy  products,   fresh  fruits  or  vegetables,  dried  fruits  and  vegetables  and  packaged  fruits  in  own   juices,    

• Vending  machines  in  two  middle  schools  no  longer  sell  sodas,  and  vending   machines  in  two  middle  schools  now  sell  100%  juice  with  no  added  sweeteners,   and  one  high  now  offers  no  or  low  calorie  beverages.  


School  Health  Services  Data  

• A  55%  and  20%  increase  in  the  number  of  students  (diabetic  and  asthmatic)   receiving  information  to  take  home,  

• A  31%  increase  in  the  number  of  referrals  of  asthmatic  students  to  providers,    

• A  20%  and  8%  increase  in  the  number  of  students  (diabetic  and  asthmatic)   receiving  verbal  instruction,  and  

• A  12%  increase  in  the  number  of  diabetic  students  with  medicine  at  school.  


District  Level  Changes  

  At  the  end  of  year  two,  all  regions  and  districts  had  an  advisory  committee  in   place.  More  districts  reported  adopting  health  standards  to  guide  their  health  education   and  instruction.  In  addition,  at  the  end  of  year  two,  districts  focused  more  on  wellness   policy  work.  This  included  stronger  policy  language,  policy  additions  such  as  required   health  teams  in  all  schools,  increased  awareness  of  policies  and  integrating  school   wellness  policies  in  larger  district  accountability  systems.  All  districts  reported   communicating  the  policy  to  a  variety  of  audiences  and  working  with  schools  and   administrators  to  implement  policies  in  place.  Lastly  district  and  regional  coordinators   established  and  utilized  more  partnerships  with  community  organizations  to  further   school  wellness  efforts  in  their  districts  and  schools.  



As  evidenced  during  the  first  two  years  of  Healthy  Schools  Colorado,  the  

Coordinated  School  Health  Model  can  impact  the  health  of  schools,  staff  and  students  

and  affect  policies  at  the  district  and  school  level.  The  district  and  regional  coordinators  


have  assumed  responsibility  for  and  provided  leadership  for  successful  implementation  of   the  CSH  model.  Each  district  and  region  successfully  increased  the  number  of  schools   recruited  in  year  two  to  implement  CSH.  Coordinators  have  improved  their  skills  and   effectiveness  with  working  with  schools  and  have  made  much  progress  working  with   improving,  communicating,  and  implementing  wellness  policies.  

Coordinators  have  worked  extensively  with  their  schools’  health  teams  to  complete   the  School  Health  Index  (SHI),  to  develop  School  Health  Improvement  Plans  (SHIPs),   and  provide  technical  assistance,  resources,  and  links  to  professional  development   opportunities.  School  staff  reported  many  learnings  and  positive  experiences  from  the   technical  assistance  and  trainings  they  attended.  Schools  in  turn  have  been  successful  in   developing  strong  SHIPs  and  implementing  these  plans  in  their  school.  Schools  recruited   in  year  one  were  implementing  their  SHIPs  in  year  two  and  had  much  success,  evident  in   their  success  stories  and  school  policy  data.  

Data  from  the  HSC  database  indicate  that  schools  are  implementing  best  practices  

and  policies  in  physical  education,  physical  activity,  nutrition,  and  health  services.  As  

demonstrated  during  the  first  two  years  of  the  Healthy  Schools  Colorado  Project,  the  

professional  development  and  technical  assistance  framework  used  to  implement  the  

CSH  Model  in  Colorado  school  districts  and  schools  has  increased  the  knowledge  and  

skills  of  district  and  school  staff  as  well  as  affect  school  wellness  policies  to  reach  large  

number  of  students,  staff,  family  members,  and  community  members  to  promote  and  

sustain  healthy  schools.    





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