Acknowledgments
March 2004
Vending Policy Action Packet Work Group
Lori Kaley, Chair, Muskie School of Public Service, University of Southern Maine Mary Ann Bennett, Maine Nutrition Network
Judy Gatchell, Maine Nutrition Network Merry Harkins, Bath Middle School
Janet Leiter, Maternal and Child Health Nutrition Program, Bureau of Health, Maine Department of Human Services
Karen O’Rourke, Maine Center for Public Health
Kristine Perkins, Oral Health Program, Bureau of Health, Maine Department of Human Services Sarah Platt, Maine Dairy and Nutrition Council
Amy P. Root, Muskie School of Public Service, University of Southern Maine
Keith Whalen, Maine Cardiovascular Health Program, Bureau of Health, Maine Department of Human Services
Beth Williams, Maine Nutrition Network Jennifer Willey, Canteen Service Company
We would like to thank the following people for their contribution to this project:
William Goddard, Muskie School of Public Service, University of Southern Maine Linda Kennedy, Muskie School of Public Service, University of Southern Maine Anne-Marie Davee, Muskie School of Public Service, University of Southern Maine
John Elias Baldacci, Governor John R. Nicholas, Commissioner Printed under appropriation #: 014-10A-0953-022
In accordance with Federal laws, the Maine Department of Human Services does not discriminate on the basis of sex, age, color, national origin, or disability in admission or access to or treatment or employment in its programs and activities.
The Department’s Affirmative Action Coordinator has been designated to coordinate our efforts to comply with and implement these Federal laws and can be contacted
for further information at 221 State Street, Augusta, Maine 04333. (207) 287-8015 or 1-800-438-5514 (TTY)
Take action in your community! This packet will get you started.
This Action Packet focuses on developing policies that support healthy options in vending machines. It provides the tools and resources you need to create partnerships that will help you achieve your goals.
This Action Packet contains:
Section 2—Background
•
Background Information . . . .4Section 3—Real Maine Examples
•
Bath Iron Works (BIW) Vending Changes . . . .5•
Casco Bay YMCA . . . .7•
L.L.Bean . . . .8•
Lisbon Schools . . . .10•
Maine School Administrative District (MSAD) #22: Hampden, Newburgh, Winterport . . . .12•
Old Orchard Beach (OOB) Schools Vending Policy . . . .15•
Maine School Administrative District (MSAD) #75: Mt. Ararat High School . . . .17•
School Union #106: Robbinston, Calais, Alexander, Baring Plantation, Crawford . . . .19Section 4—Action Steps
•
Action Steps: To Guide Your Process . . . .21•
Step 1—Stock Up . . . .22•
Step 2—Go Browsing . . . .24•
Step 3—Dispense Ideas . . . .26•
Step 4—Push the Right Buttons . . . .37•
Step 5—How’s My Driving? . . . .40•
Step 6—Count Your Change . . . .41Section 5—Presentation Materials
•
PowerPoint Presentation Script . . . .42•
Attendance Sheet . . . .47•
Adult Fact Sheet . . . .49•
Press Release Tips . . . .52•
Generic Press Release . . . .53•
Invitation to Presentation Flyer (in front cover) Section 6—Resources•
Key Contact List . . . .54•
Web Resources . . . .55•
References . . . .57Section 7—Support Materials
•
General Information Vendors . . . .58Healthy Beverages and Snacks Available from Maine Vendors . . . .60
Defining Healthy Food . . . .62
How to Read a Food Label . . . .64
Sample Policy . . . .65
•
School Information Federal and State Regulations around Food Sales in Maine Schools . . . .66How to Calculate if Foods and Beverages Meet the “5% Rule” . . . .68
Joint Position of the Maine Dietetic Association and the Maine School Food Service Association . . . .71
School Foods Tool Kit Document Summary . . . .77
Section 8—Vending Machine Policy Packet 2002
•
The Soda/Snack Vending Machine Policy Initiative . . . .78•
Model School Vending Machine Policy . . . .80•
Evaluation Study of a Snack/Soda Policy in Schools . . . .85•
Soda/Snack Initiative—Partner List . . . .87•
Contacts for Further Information . . . .88•
Fact Sheets Body Weight and Sugar . . . .89Bone Health and Soda . . . .90
Tooth Decay and Sugar . . . .91
•
Fact Sheet References . . . .92•
Publicity for Local Soda/Snack Initiatives . . . .93•
Sample Press Release . . . .95•
How to Create and Implement Policy . . . .96Getting “Healthy Change” from Your Change
•
Fifty-seven percent of Americans consume meals and snacks away from home on any given day. Food away from home includes foods and beverages purchased from vending machines.•
Foods and beverages sold in vending machines do not have to meet specific standards for certain nutrients and may be high in calories, total fat, saturated fat, added sugars, cholesterol, and sodium.•
School nutrition policies must be developed that limit the sale of less healthy food choices or competitive foods. Policy changes can be made for vending machine options as well as food sold for fund-raising events, a la carte choices in the school cafeteria, and snacks sold in school stores.•
Employers and employees can work together to ensure that vending machines at worksites include healthy snacks and beverages.•
Vending machines are found in large and small businesses, town offices, community and recreation centers, retail and grocery stores, sports arenas, government buildings, etc. Look for places in your community where vending machines are located and start building support for healthy changes.Why This Is Important
•
Improving nutrition and increasing physical activity can prevent and control the epidemic of overweight and obesity, as well as decrease the risk of chronic diseases including cardiovascular disease, diabetes, cancer, and osteoporosis.•
Policy and environmental changes for nutrition and physical activity make it easy for everyone to choose healthier options.•
Developing policies that support healthy options in vending machines makes healthy choices more widely available. Policies include written laws, regulations, and rules that have the power to guide behavior.•
Environmental interventions include changes to the economic, social, or physical environment. Settings where foods and beverages are sold from vending machines are especially suitable for environmental interventions.For More Information
•
See Section 5 for Fact Sheets, pages 49-51.Bath Iron Works (BIW) Vending Changes
WHAT: Building Healthy Ways is a worksite- and community-based program to improve the health of all BIW workers and their families. One of their first initiatives was to highlight healthier options in the BIW vending machines.
WHY: By adopting healthy lifestyle patterns, BIW employees would be taking better care of themselves, be healthier, and ultimately be more productive at home and work.
WHO: Building Healthy Ways is a health initiative designed by union representatives and BIW management. Phyllis Wolfe is the Wellness Manager. Employees at BIW are primarily blue-collar males with an average age of 47 years. Many of the employees at BIW are physically active and need healthy foods and drinks to be productive at work and home. The goal of this worksite-and community-based program is to improve the health of all BIW workers worksite-and their families.
HOW: In July 2001, an interest survey was sent out to all households of BIW employees. A 33%
return indicated that nutrition and eating well were top concerns. Using the results of the survey as a starting point, the vending machine contents were looked at within the first three months of the program, and ideas for highlighting low fat items were considered.
There are three classifications of vending machines at BIW: beverage, snack, and refrigerated. BIW does not mandate what items will be sold in the machines. Instead, they keep a variety of items, which provides choices for employees. Stickers are placed next to the items with less than 30% of calories from fat. All of the snack machines now contain at least five low fat choices such as dried fruits, nuts and seeds, microwave light popcorn, and animal crackers.
In the summer, the beverage machines contain more Gatorade, and in the winter more juice is added. By replacing the machines that sold only canned items with bottles, water and bottled 100% juices are now available at all machine locations.
There are several ways the employees have access to many snack, beverage, and refrigerated vending machines in the BIW facilities, but there is no cafeteria on-site. The vending company that BIW works with is Canteen Service Company, which is located in Lewiston. BIW has an excellent relationship with this company. Revenue from the machines goes to charitable
organizations in the area and the company’s recreation association (BIWRA). People are free to make their own choices from the machines, which now include healthier alternatives. BIW has made significant moves to please the more health-conscious employees and also to increase the awareness of healthy alternatives for those who are more inclined to choose less-than-healthy snacks and beverages.
Bath Iron Works (BIW)
(continued)
WHEN: After initially contacting the vendor about healthier options, the Wellness Manager presented the idea to the Wellness Committee. The committee agreed that it was a good idea, and two weeks later they spoke with Canteen Vending to discuss the proposed changes. When BIW went on holiday break (December 2001), Canteen Vending made the changes in the machines. Simultaneously, flyers were sent out to the homes of employees, and internal
promotional information about the changes was distributed. The entire process from planning through implementation took approximately two months.
RESOURCES: With the help of the Internet, the Building Health Ways Web site, newsletter, and sponsored programs, there are many resources available to BIW employees who want health-related information. A newsletter is sent out quarterly and the Web site is updated monthly. Additional support materials such as posters, magnets, and stickers are used to educate employees and identify items that are low fat choices.
LESSONS LEARNED: The Wellness Committee and Wellness Manager have been instrumental in promoting health and well-being, increasing employee morale, and increasing employee and family awareness of healthy lifestyle patterns and of the company’s healthcare benefits. The position was created in 2001, and its campaigns and information offered to employees since then have been successful and well-received.
KEY CONTACT:
Phyllis Wolfe, MPH BIW Wellness Manager
700 Washington Street/MS 2110 Bath, ME 04530
Phone: (207) 442-2915 Fax: (207) 442-5260 [email protected]
Casco Bay YMCA
WHAT: The Casco Bay YMCA in Freeport made changes to their vending machines to model healthy lifestyles. Through this process, the staff worked with vending companies to eliminate candy, soda, and other unhealthy snacks.
WHY: According to the Director, the YMCA is a place that should be safe for children and adults and should promote healthy lifestyles including good eating habits. If the vending machines provided unhealthy foods, then the Y felt it was not being a role model for healthy lifestyles.
WHO: The change to the vending machines had an impact on the entire membership of the Casco Bay YMCA, which is approximately 6,500 people.
HOW: The staff at the YMCA decided that they wanted to improve the offerings in the vending
machines. They contacted their vending machine supplier to discuss the issue. The supplier was very helpful. They met with the supplier to select items that were healthier (i.e., no candy) and eliminated soda from the machines. Their primary concern was not the revenues the machine generated, although it was a concern for the vending supplier.
The staff had a few complaints from teenagers when the soda was removed, but otherwise it was well-received. No specific information is available on loss/gain of revenue; however, the staff feel that there probably was some initial loss.
No formal policy was developed. It is essentially an agreement between the supplier and the YMCA and an unwritten policy of the YMCA staff. The staff periodically reviews the offerings, and although no specific nutrition guidelines are used, the “obvious” junk food—chips, candy, soda—are not included in the vending machines.
WHEN: The YMCA staff met approximately two years ago to discuss the issue. Changes to the vending machines were implemented shortly after that.
LESSONS LEARNED: The change was well-received.
FUTURE PLANS: Keep it going.
KEY CONTACT:
Scott Krouse
Executive Director Casco Bay YMCA
Casco Bay Branch & Pineland Branch 14 Old South Freeport Road
Freeport, ME 04032
L.L.Bean
WHAT: Improve the quality, quantity, and affordability of healthy food choices available in vending machines throughout the company.
WHY: Our 2000 and 2002 employee health surveys identified unhealthy weight levels as a risk factor for our employees. Improving the food choices available at L.L.Bean was one of several programs put in place to help employees achieve and maintain a healthy weight. We also worked to increase awareness of what a healthy choice would be and to provide nutrition education to employees. This effort was implemented as part of the Healthy Bean Initiative, a component of L.L.Bean’s Workplace of Choice Initiative.
WHO: Approximately 3,000 employees at all L.L.Bean locations within Maine were affected. The Healthy Bean Team (consisting of employee wellness, communications, and human resource professionals) worked with Canteen Service Company, our on-site food-service and vending provider to develop and implement the plan.
HOW: The Healthy Bean Team met with our vending provider to discuss current offerings and
what changes could be made to improve the nutritional quality of the vending items. In June 2001, only 10% of available vending items could be considered healthy (30% or less of fat). The Healthy Bean Team’s goal was to increase healthy offerings from 10% to 30%. Weekly check-ins took place, and the initial months were the most challenging. Sales did not decrease, and a small increase actually occurred during the first year. Currently all snack vending machines have 40% healthy options available: 16 out of 40 different items.
Education was provided to the food service staff, as well as the vending machine service staff, about why these healthy changes were taking place and how the company would be supporting this effort. Ongoing support and coordination has been maintained between the Healthy Bean Team and the vending provider in an effort to keep these changes in place and the effort moving forward.
WHEN: In January 2001, the Healthy Bean Team was established as part of the Healthy Bean Initiative. Meetings with our vending provider happened in March and April 2001.
Implementation of the changes began in June 2001. Ongoing changes continue.
RESOURCES: It is hard to put a specific cost to this. The cost associated with the vending changes came primarily from the planning phase (staff time at meetings, product selection, etc.). The ongoing implementation costs are minimal.
L.L.Bean
(continued)
LESSONS LEARNED: We learned to implement changes slowly over time with constant communication to employees so they will know why changes are taking place. Improving and increasing the healthy offerings without eliminating choice worked well. We were afraid that there would be a significant cost to the company resulting from adding healthy items to vending machine choices. We actually found that the healthy items were well-received, they sold well, and the income from the vending machines did not change.
FUTURE PLANS: Continue to work with vending provider to increase variety of healthy items available in vending machines.
KEY CONTACTS:
Susan Tufts Karen Knapton
Wellness Program Director Health & Counseling Consultant
L.L.Bean, Inc. L.L.Bean, Inc.
Health Department Health Department
Casco Street Casco Street
Freeport, ME 04033 Freeport, ME 04033 Phone: (207) 552-4538 Phone: (207) 552-4339 [email protected] [email protected]
Lisbon Schools
WHAT: To improve the quality of vending machine choices for students at Lisbon schools.
WHY: The School Nurse observed how poorly the students were eating. She became a committee member on the statewide committee for The Soda/Snack Vending Machine Policy Initiative to learn what she could do about the problem.
WHO: The School Nurse contacted the High School Principal and the Superintendent to enlist their help in changing the vending choices. The School Food Service Director was not initially involved.
HOW: This project is ongoing. The Food Service Director became involved and expressed
concern over the potential loss of revenue from vending machines that might occur if changes were made. However, the Food Service Director was willing to implement the changes if the Superintendent indicated the desire for change to be made. The High School Principal, School Nurse, Superintendent, and Food Service Director made up the school committee responsible for implementing the vending changes. The School Nurse surveyed approximately 40 students who indicated support for healthy vending options. Students were involved in taste-testing healthier vending options offered by one vendor. It was decided that milk machines would be added, and vendors were contacted for bids. Using the guidelines developed by the statewide committee, a list of healthful products was generated. Bids were due at the end of summer 2003, and vending changes are now in place.
WHEN: To date, this has been a two-year process. During the first year the School Nurse attended the statewide committee meetings, kept the Superintendent updated with minutes, and networked with the school committee members. In April of the second year, the Food Service Director became involved. A meeting was held with the High School Principal, Superintendent, and School Food Service Director to plan the implementation of the vending changes.
RESOURCES: The change in revenue that may come from vending changes has not yet been determined. Costs thus far have been time costs. Time was spent researching other states’ policies and vending experiences via the Internet. Time was spent at statewide meetings as well as local meetings.
LESSONS LEARNED: Involving students was important in gathering data. The vendor provided snack items for the students to sample. Members of the statewide committee were helpful and proved to be valuable resources. The Food Service Director should have been involved in the change process much earlier.
Lisbon Schools
(continued)
FUTURE PLANS: A vending machine policy has not been drafted, but there are plans to consider amending the a la carte food policy now in place.
KEY CONTACT:
Joyce Severance, RN School Nurse
Lisbon High School 591 Lisbon Road Lisbon Falls, ME 04252 Phone: (207) 353-3030 [email protected]
Maine School Administrative District #22: Hampden, Newburgh, Winterport
WHAT: Develop policies to replace soda and unhealthy snacks with healthy beverages and snacks in school vending machines.
WHY: As part of a grant from the Healthy Maine Partnerships, MSAD #22 put together a Comprehensive School Health plan which set eight goals for addressing school nutrition. Changing the contents of the vending machines was one of the eight goals.
WHO: The seven schools in MSAD #22: Earl C. McGraw Primary School, Leroy H. Smith Elementary School, Newburgh Elementary School, George B. Weatherbee Elementary School, Samuel Wagner Middle School, Reeds Brook Middle School, and Hampden Academy (2,278 students total).
HOW: The School Health Coordinator (SHC) and the Director of Food Services (FSD) worked
together to implement a change in vending machine contents. From the very beginning, they knew they wanted students to be actively involved in the decision-making process. They asked the high school student council to participate, and the council responded with a great deal of enthusiasm.
The process began in the spring with a visit from the vendor that supplies the schools’ machines, who was more than willing to bring healthy snacks and drinks for the students to “taste-test.” The council also surveyed the student body, asking for input on what they might want included.
There was no formal change in policy, just in practice, and the soda, candy, and pastries were replaced with water, juice, and healthier snack foods including Chex Mix, Nature Valley Granola Bars, and Fig Newtons. Students responded positively and, in a second survey, requested fruit and yogurt options. A refrigerated snack machine was added, including those selections. There was some concern about the drop in revenue, which did occur due to a smaller profit margin from the more expensive nutritional products. The revenue from the machines sup-ports activities undertaken by the special education students, including activities like the Special Olympics. Those students also manage the machines, filling them and counting the money, as part of a hands-on learning project. The addition of a refrigerated vending machine with yogurt, fresh fruit, vegetable juices, etc., helped in offsetting the loss in revenue.
WHEN: Planning began in the fall of 2001. A team representing MSAD #22 attended the
Changing the Scene summit. Changing the Scene is a program that helps support healthy school nutrition and physical activity policies and environments. The summit was sponsored by the Maine Department of Education and the Maine Nutrition Network. The MSAD #22 action plan from the Changing the Scene summit included an objective to provide our students with
Maine School Administrative District #22
(continued)
The SHC and FSD delivered a formal presentation to the administrative team in the spring of 2002 which outlined the plan of action regarding vending machines. The administrators were receptive and supportive of the changes and gave their approval to move forward with the plan. Meetings with students took place later in the spring of 2002. It was at this point that the stu-dent council worked with the local vendor to “taste-test” and make the necessary selection of products ultimately placed in the vending machines. Implementation of the new practices began the first day of school in the fall of 2002.
RESOURCES: The only resource was the staff time of the School Health Coordinator and Food
Service Director. The action planning, presentation to the administrative team, and work with the students and vendors required time but no financial resources.
LESSONS LEARNED:
• Working directly with students and vendors, including local bottlers of Coca-Cola and Pepsi, proved extremely helpful. Positive relationships can and do exist with local bottling companies. • Getting initial approval and support from the administrative team was critical. Their strong
commitment to the health and welfare of the children set the tone for this important environ-mental change in the schools.
• In hindsight, the School Health Coordinator and Food Service Director would have provided teachers/staff more advance notice of the changes with vending machines. A presentation to the teachers would have been beneficial, since those individuals would then be better able to address students’ questions and concerns from the onset.
FUTURE PLANS:
• The primary change in employee vending machines will be adding more healthy choices. • Currently revising the existing district Nutrition Policy. Sections of the policy that will be
addressed to ensure consistency with our new environmental changes are: 1) Vending
Machines, 2) Pouring Rights, 3) Food Sold during Fund-Raising Activities, 4) Food-Beverages at Group Events, and 5) Advertising.
• Our goals are to sustain our commitments and stand out in the state and in the country as leaders in nutrition and wellness for our staff and students.
Maine School Administrative District #22
(continued)
KEY CONTACTS:
Rick Lyons Chris Greenier
Superintendent Food Service Director
MSAD #22 Reeds Brook Middle School
24 Main Road North 28A Main Road North Hampden, ME 04444 Hampden, ME 04444 Phone: (207) 862-3255 Phone: (207) 862-3543 [email protected] [email protected]
Old Orchard Beach (OOB) Schools Vending Policy
WHAT: Develop policies to replace soda and unhealthy snacks with healthy beverages and snacks in school vending machines.
WHY: To improve the schools’ nutrition environment. Implemented as a collaborative effort of the Nutrition Team, School Health Coordinator, School Nurse, and School Food Service.
WHO: Three schools in the Old Orchard Beach School Department: Jameson Elementary, Loranger Middle, Old Orchard Beach High (a total of 1,200 students grades K-12).
HOW: The success of this project is due to a collaborative effort of the OOB Nutrition Team.
This group included the School Health Coordinator, School Nurse, School Food Service, administration, and a parent.
Soda was removed from all vending machines and replaced with water, juice, and milk. Candy and other snacks high in fat and with minimal nutritional value were removed from snack vending machines. Current choices such as pretzels, granola bars, and snack mixes meet the Centers for Disease Control (CDC) “Guidelines for School Health Programs to Promote
Lifelong Healthy Eating.” A la carte items sold in the cafeteria include fruit, homemade pretzels, yogurt, bagels, salads, homemade pizza, and string cheese. Low fat milk has been added.
Students have responded very positively.
Vendors were consulted early in the process. Old Orchard Beach agreed to continue their contracts with the vendors, yet change the choices available for purchase, having only healthier alternatives and beverages. There has been no loss of income from the change in vending choices.
WHEN: In May 2001, a School Health Index was used to determine the type and extent of health needs in the OOB schools. As a result of this process, nutrition was identified as a primary concern. In the fall of 2001, the School Health Coordinator convened the Nutrition Team. The work of this group focused on including nutrition education as a component of the health education curriculum and fostering a positive attitude about health and nutrition with all school staff. Vending was one of the issues specifically addressed. Initially, voluntary changes were made in vending choices; changes were in place by April of 2003.
During the 2002-2003 academic year, a Vending Machine Policy was drafted by the School Health Coordinator and presented to the Nutrition Team and Policy Committee for review. The draft was revised and a final version of the Old Orchard Beach Schools’ Vending Machine Policy was prepared. This policy was then presented to the School Board and accepted on June 12, 2003.
Old Orchard Beach
(continued)
RESOURCES: The only resource required in making an overall change in the OOB schools’ nutrition environment was staff time contributed by the collaborative partners. No financial resources were required, and the same vendors are being used. No contract changes were involved.
LESSONS LEARNED:
• The establishment of a Nutrition Team was very positive. This group developed a strong and well-respected voice that was a strong impetus in changing the nutrition environment of the OOB schools.
• Working directly with the vendors proved to be a very positive experience.
• Early changes were made to include nutrition education as an important part of the cur-riculum, encouraging students to make lifestyle changes that supported the modification of the OOB nutritional environment and later policy development.
• Students and staff have developed a greater understanding of the role of good nutrition in overall health and have supported the changes made.
• Support of the School Board was critical in the success of the initiative.
FUTURE PLANS: Voluntary changes are being made in school fund-raising activities that support healthy food choices. There is a common understanding of the need to offer fund-raising alter-natives that support the modified OOB nutritional environment. Future efforts will continue to focus on this area.
KEY CONTACT:
Jackie Tselikis, RN
School Health Coordinator Loranger Middle School 148 Saco Avenue
Old Orchard Beach, ME 04064 Phone: (207) 934-4848
Maine School Administrative District (MSAD) #75: Mt. Ararat High School
WHAT: MSAD #75 used price differentials to promote the purchase of healthier choices in vending machines. During the first year, only beverages were targeted. An increase in water sales and decrease in soft drink sales were observed.
WHY: This school community had mixed opinions on how to address obesity. Some people thought that the mission of the school was to teach students how to make choices and that it was not necessary for students to choose the low fat and/or low-sugar variety every day. Rather than limiting vending choices, the district chose to make the selection of healthy choices more economical.
WHO: Since the school is open to the community after school and on weekends, the entire community, including the students, was potentially impacted. The committee responsible for the decision included the School Health Coordinator, other administrators, school food service staff, teachers, school nurses, health specialists and physical education specialists, guidance specialists, bus drivers, town councilors, school board members, and parents.
HOW: The Fund for a Healthy Maine provided funds to develop the coordinating team and the
direction to focus on nutrition and physical activity. The coordinating team discussed options and proposed their ideas. The Principal and School Food Service Director made the changes over the summer so that they were in place when students returned in the fall. This project impacted only the high school. The meetings were coordinated by the School Health Coordinator.
WHEN: The planning took place over the 2001-2002 school year. Changes were in place in the fall of 2002.
RESOURCES: The program has proved cost-effective. There has not been a loss of revenue.
LESSONS LEARNED: The planning process was critical to this project. Committee members learned the value of patience and the importance of involvement of a diversity of stakeholders. The Superintendent and several school board members were very supportive.
FUTURE PLANS: To comply with the pending ruling from the Maine Department of Education on soda and junk food sales, MSAD #75 is in the process of drafting school policy that will eliminate soda and junk food, not only in school vending machines, but anywhere these products are sold on school property. In addition to developing a soda/junk food policy, MSAD #75 is in the process of forming a five-year Nutrition Plan that will address other nutrition issues.
Maine School Administrative District (MSAD) #75
(continued)
KEY CONTACT:
Mary Booth
School Health Coordinator MSAD #75
50 Republic Avenue Topsham, ME 04086 Phone: (207) 729-9961 Fax: (207) 725-9354 [email protected]
School Union #106: Robbinston, Calais, Alexander, Baring Plantation, Crawford
WHAT: Develop policies to replace soda and unhealthy snacks with healthy beverages (100%
juice and water) and healthy snacks in school vending machines.
WHY: To address nutrition and eating habits supported by the school system. Implemented as part of a coordinated School Health Program overseen by the School Health Advisory Council (which includes parents and teachers) and supported by St. Croix Valley Healthy Communities, a Healthy Maine Partnership.
WHO: The six schools of Union #106: Calais Elementary School, Calais Middle School, Calais High School, Robbinston Grade School, Alexander Elementary School, and Calais’ Alternative Education School (842 students total).
HOW: The process for changing the contents of the vending machines began with the assistant project director for St. Croix Valley Healthy Communities and the School Health Coordinator attending a meeting of the student council at Calais High School. They offered healthy snacks and drinks to the students while they argued for removing soda and unhealthy snacks from school vending machines. As part of their case, they gave examples from other parts of the country where similar changes were taking place. The student council was initially opposed, concerned about a decrease in the $400 weekly revenue from the machines, which was a main source of funding for the student council.
The wellness team and the School Health Advisory Council met with the student council again, armed with healthy snacks and 100% juice, to plead their case once more, agreeing to organize and conduct fund-raisers for the student council should there be a decline in revenue. The Principal offered to add a request in the next budget for the student council. He also offered them a compromise: The vending machines could be left on all day if they were filled with healthy drinks and snacks. The School Health Coordinator asked the press to attend the next student council meeting, where the council agreed to remove soda from the vending machines. The story was front-page news the next day.
All six schools in Union #106 have removed soda and unhealthy snacks from their machines, and the high school student council has reported an increasein revenue from some machines and no change in revenue from other machines.
The School Health Coordinator attended several policy committee meetings and school board meetings to provide support for approval of the vending machine policy.
WHEN: Initial contact was made with the student council in June 2002, and the second meeting was held in early November 2002. By the next week, all soda and unhealthy snacks had been removed. The time frame from the initial discussion to replacement of the contents in the vending machines at all six schools took five months. The school board for Calais schools unanimously approved the official vending machine policy on February 26, 2003.
School Union #106
(continued)
RESOURCES: The resources involved included staff time at meetings and minimal cost (less than
$10.00) for healthy beverage and snack samples.
LESSONS LEARNED: Supplying alternative snacks and drinks when speaking with students helped them realize the change wouldn’t be nearly as bad as they would have suspected. The support and persistence of the School Health Advisory Council and wellness team were integral in having the policy adopted. Support of the Principal, especially when dealing directly with students and staff, was also important. Removing the soda from vending machines in staff lounges proved to generate more resistance than removing it from student vending machines. A letter from the Principal explaining the reasoning behind the change smoothed over the conflict.
FUTURE PLANS: The policy guidelines for food products are not as strict as those for beverages since the 5% nutritional value rule can include things like Skittles fortified with vitamin C. After “the dust settles” on this first change, the School Health Coordinator would like to pursue healthier food alternatives. This will be done with the continued support of the wellness team members, the school nurses, the Superintendent, nurses on the school board, the Food Service Director, the School Health Advisory Council, and the Healthy Communities project.
KEY CONTACT:
Heather Erickson
School Health Coordinator 24 Pine Tree Shore
Alexander, ME 04694 Phone: (207) 454-7787 [email protected]
Action Steps
Step 1—Stock Up
•
Identify potential partners and designate a leader.Step 2—Go Browsing
•
Assess and identify current environments and/or policies related to the project.Step 3—Dispense Ideas
•
Identify clear goals and create an evaluation plan with measurable outcomes.Step 4—Push the Right Buttons
•
Outline key activities, locate resources (people, time, materials, and money) and create a timeline.Step 5—How’s My Driving?
•
Implement your plan.Step 6—Count Your Change
Use the Sign-Up Sheet on the
next page to develop a list of
contacts for the project.
Remember to include vendors
when you begin the process of
establishing new policies around
vending machine choices.
Step 1–Stock Up
Identify potential partners and designate a leader.
These are the questions to ask:
•
Who is leading this project?
•
Check for existing groups/committees with an interest in the project.
•
Who are the supporters? How can they help you?
•
Who is opposed to this project? How can you get them interested?
•
How can you create a win/win situation for everyone in the community?
•
Who are the decision-makers? How can you get them to support
the change?
Identify interested partners to work on the project.
Sign-Up Sheet
___________________________________ ___________________________________ __________________________
NAME ORGANIZATION PHONE #
______________________________________________________________________ ________________________________________ Interested? ❑ Yes❏ No
ADDRESS E-MAIL
Notes: ______________________________________________________________________________________________
___________________________________ ___________________________________ __________________________
NAME ORGANIZATION PHONE #
______________________________________________________________________ ________________________________________ Interested? ❑ Yes❏ No
ADDRESS E-MAIL
Notes: ______________________________________________________________________________________________
___________________________________ ___________________________________ __________________________
NAME ORGANIZATION PHONE #
______________________________________________________________________ ________________________________________ Interested? ❑ Yes❏ No
ADDRESS E-MAIL
Notes: ______________________________________________________________________________________________
___________________________________ ___________________________________ __________________________
NAME ORGANIZATION PHONE #
______________________________________________________________________ ________________________________________ Interested? ❑ Yes❏ No
Step 2–Go Browsing
Assess and identify current environments and/or policies related to
the project.
THIS IS THE MOST CRITICAL STEP. IT WILL DETERMINE THE
COURSE OF ACTION FOR THE REST OF YOUR PROJECT.
•
What changes need to be made in the current environment? Are policies
currently in place? Are they monitored and/or enforced? Are the areas
of greatest need identified? Is a survey or focus group needed?
•
Use the Assessment Timeline Form on the next page to assign key
people to each task:
1. Identify key decision-makers regarding policy and/or
environmental changes.
2. Meet with the decision-makers to identify current policies
and resources.
3. Scan the current environment to identify potential areas
for change.
4. Conduct a focus group including people who will be affected
by the changes.
Check to see if contracts
with vendors are currently
Steps and T asks Deli ve ra bles Ja n 0 _ Fe b 0 _ Ma r 0 _ Ap r 0 _ Ma y 0 _ Ju n 0 _ Ju l 0 _ Au g 0 _ 1. I dent ify decision-mak ers r eg ar
ding policy and/or en
v ir o nmental c hanges. 2. M eet w
ith the decision-mak
ers t
o
ident
ify cur
rent policies and r
esour
ces.
3.
Scan the cur
re nt en v ir o nment t o ident ify pot ent ial ar
eas for c
hange.
4.
C
o
nduct a focus g
roup discussion including p
eople w
ho w
ill be affect
ed b
y the c
hange.
a. b. c. a. b. c. a. b. c. a. b. c.
A
ssessment T
imeline F
o
rm
Wh o ’s R esponsibleStep 3–Dispense Ideas
Identify clear goals and create an evaluation plan with
measurable outcomes.
Once the area of need is clearly identified, the next step is to establish
outcomes and a plan to evaluate them. An outcome is the desired
result or what you eventually want to accomplish with the project.
Use the following questions and the evaluation model to guide you in
establishing and measuring outcomes:
•
Is there an existing policy that needs modification or enforcement?
•
Does a new policy need to be made?
•
Is there a need for an environmental change or modification?
•
How can you let everyone know why this is so important?
•
Do you need to create and conduct a survey to find out who would
support your desired outcome?
•
How will you evaluate the final outcomes of your project?
Use the Evaluation
Model on the
next page
.
For vending you may want to learn:
• What items sold more or less?
• Was there a change in revenue?
• What did vending users like
or not like about the change?
Evaluation Model
Introduction
Evaluation is a process of using collected information to understand the effectiveness of an activity, project, or program. Project evaluation helps answer questions about how your activities are working. It can help you make informed decisions, clarify options, and provide information about projects and policies.
Evaluation findings help you to demonstrate that your efforts are making a difference in many ways. Evaluation can help projects do the following:
•
Promote your project to potential participants.•
Provide direction for people working on the project.•
Identify partners for collaboration.•
Guide budget planning.•
Retain and increase funding.•
Enhance your project’s public image.•
Recruit talented staff and coworkers.•
Support long-range planning.Outcome Measurement
Outcome evaluation helps determine whether your project has met the stated goals or outcomes derived from an action plan. Outcome evaluation, or more specifically,outcome measurement, provides a clear method for tracking what happens in your project. Outcomes are the benefits or changes experienced by individuals or groups during or after participating
in project activities. Exhibit 1 (p. 31) provides examples of program outcomes and the programs from which they developed.
Measuring program outcomescan be viewed as a step-by-step approach whereby a system is developed for measuring outcomes and using the results. Most outcome measurement plans require that you:
•
Choose the outcomes you want to measure.•
Specify the indicators that fit your outcomes.•
Prepare to collect data on your indicators.•
Analyze and report your findings.Also, check out the Centers for Disease Control and Prevention’s Physical Activity Evaluation Handbook which is:
•
Quick•
Easy-to-read•
User-friendlyAlthough this handbook focuses on physical activity, it can be used for other health-related initiatives.
This handbook explains how to write goals and SMART objectives. It also includes worksheets that can be copied and used for your initiatives.
This handbook is available on the Web at www.cdc.gov/nccdphp/dnpa.
Evaluation Model
(continued)
Choosing Outcomes to Measure
Your project may feature a succession ofinitial outcomes, then progress to a set ofintermediate outcomes, finally arriving at the ultimate,long-term outcome(s).
For example, a project’s desired long-term outcomemay be the reduction of smoking-related illnessin an elderly population. In order to reach this outcome, the population may first need to attend a classin smoking cessation to build the knowledge and skills that informs them of the haz-ards of smoking (initial outcome). Armed with new knowledge and skills, the population may actually be able to quit smoking(intermediate outcome). Finally, as a result of smoking cessation, the population may indeed reduce the occurrence of smoking-related illnesses(long-term outcome).
Specifying Indicators that Match Outcomes
An indicator is that observable, measurable characteristic or change that will tell you whether an outcome has been achieved. If you take a look at the indicators represented in the examples in Exhibit 2 (p. 32), you will notice that almost all the indicators are expressed in number of percentof participants achieving an outcome.
Data Collection Methods
Once an indicator, or a series of indicators, has been chosen, the next step is the design of a data collection method.
Questionnaires are widely used and may provide a good fit for your indicators. Please see Helpful Hints for Building Good Questionnaires on page 33, which includes tips for writing workable survey questions.
Interviewswith key participants in your program provide rich sources of data. Formal interview formats or pre-designed questions that identify the topic areas associated with your set of
indicators help to guide this method.
Focus groupsare pre-designed interviews conducted with small groups around a specific topic. They are relatively easy to arrange and can be an efficient way of gathering specific responses from a small, usually select, targeted group. It can be helpful to use a professional to conduct these groups.
Archivalforms of data already exist and may be useful. The Federal Bureau of Census
(www.census.gov), the Behavioral Risk Factor Surveillance System (www.cdc.gov/brfss), and the Youth Risk Behavior Surveillance System (www.cdc.gov/nccdphp/dash/yrbs/index.htm) all provide a wealth of applicable data. Law enforcement, health departments, foundations, universities, media, all at state and local levels, are sources of valuable data. The University of Maine Cooperative Extension system provides both information and, in some instances, tips on the evaluation process.
Evaluation Model
(continued)
Whento Implement Your Data Collection Method
Because outcome measurement emphasizes viewing the resultsof your project activities, it makes sense to present questionnaires or other data collection methods at the end of your program. However, if you are trying to gauge the success of a particular activity with a particular group or population by administering a simple test, it will be helpful to “test” participants both beforeand afterprogram activities or interventions. This method is commonly referred to as the Pre- and Post-Test method.
Analyze and Report Your Findings
A straightforward data analysis process is presented here in a step-by-step fashion. If more complex analysis seems appropriate, help often exists within state government or university communities.
Task 1: Enter Data and Check for Errors
Once questionnaire or other source data have been collected, the information can be transferred to a computer or handwritten spreadsheet.
Task 2: Tabulate Data
Most outcome indicators are expressed as the number or percent of a given measurement. To calculate basic data:
•
Count the total number of participants for whom you have data.•
Count the number achieving the chosen outcomes (e.g., number who have demonstrated knowledge presented in your program; number who have demonstrated behavioral change, etc.).•
Calculate the percentage of participants achieving each outcome status.•
Calculate other needed statistics, such as averages or medians.Task 3: Analyze and Compare the Data by Key Characteristics
Comparing program indicator data “broken out” by gender, ethnicity, socioeconomic status, or age may demonstrate that your project activities have been more successful for some types of participants than for others.
Data for participants at different program sites or locations may add perspective and meaning to your data interpretation.
Evaluation Model
(continued)
Task 4: Present Data in Clear and Understandable Form.
As you prepare reports for various audiences, remember that presenting data in tables and charts will make your data more understandable for many readers. Narrative discussion and description, especially the results of more open-ended interview or focus group results, can balance the presen-tation of numerical data or provide more context for understanding your data’s significance. It may also be informative to review the goals you set for your project in narrative form so that your findings can be compared to those original initiatives. You may choose to make recommendations for a continuing project or suggest changes in project direction based upon your outcome findings.
Exhibit 1: Examples of Diverse Programs and Possible Outcomes
(Adapted from “Measuring Program Outcomes: A Practical Approach,” United Way of America, 1996)These are illustrative examples only. Programs should identify their own outcomes, matched to and based on their own experiences and missions and input of their staff, volunteers, participants, and others.
Program Possible Outcomes
Comprehensive child care
•
Children exhibit age-appropriate physical, mental, and verbal skills.•
Children are school-ready for kindergarten.Outpatient treatment for
•
Adolescents increase knowledge about the effects of substance adolescent substance abusers abuse and about substance abuse addiction.•
Adolescents change their attitude towards substance abuse.•
Graduates remain free of substance abuse for six monthsafter program completion.
Emergency shelter beds on
•
Homeless persons agree to come off the street and use the shelter. winter nights•
Those sheltered do not suffer from frostbite or die fromexposure to cold.
Homework guidance by
•
Youths’ attitudes towards schoolwork improves. volunteer tutors to children•
Youths complete homework assignments. enrolled in after-school program•
Youths perform at or above grade level. Full-day therapeutic child care•
Children get respite from family stress. for homeless preschoolers•
Children engage in age-appropriate play.•
Children exhibit fewer symptoms of stress-related regression.•
Parents receive respite from child care.Overnight camping for
•
Boys learn outdoor survival skills.8–12-year-old inner-city boys
•
Boys develop enhanced sense of competence.•
Boys develop and maintain positive peer relationships. Congregate meals for•
Participants have social interaction with peers. senior citizens•
Participants are not homebound.•
Participants eat nutritious and varied diet.Exhibit 2: Example Outcomes and Outcome Indicators for Various Programs
(Adapted from “Measuring Program Outcomes: A Practical Approach,” United Way of America, 1996)These are illustrative examples only. Programs should identify their own outcomes, matched to and based on their own experiences and missions and input of their staff, volunteers, participants, and others.
Type of Program Outcome Indicator(s)
Smoking cessation class Participants stop smoking.
•
Number and percent of participants who report that they have quit smoking by the end of the course.•
Number and percent of participants who have not relapsed six months after program completion.Information and Callers access services to
•
Number and percent of community agencies referral program which they are referred that report an increase in new participantsor about which they are who came to their agency as a result of a call given information. to the information and referral hotline.
•
Number and percent of community agencies that indicate these referrals are appropriate.Tutorial program for Students’ academic
•
Number and percent of participants who sixth grade students performance improves. earn better grades in the grading periodfollowing completion of the program than in the grading period immediately preceding enrollment in the program.
English-as-a-second- Participants become
•
Number and percent of participants who language instruction proficient in English. demonstrate increase in ability to read, write,and speak English by the end of the course.
Counseling for parents Risk factors decrease.
•
Number and percent of participating families identified as at risk for No confirmed incidents for whom Child Protective Service records child abuse or neglect of child abuse or neglect. report no confirmed child abuse or neglectduring 12 months following program completion.
Helpful Hints for Building Good Questionnaires
(Adapted from “Measuring Program Outcomes: A Practical Approach,” United Way of America, 1996)
Hints on Sound Wording
1. Ask questions the person is qualified to answer.
Poor: Do students at your school feel pressure to smoke? Better: Do you feel pressure to smoke?
2. Keep each question short. Use simple sentences. 3. Use basic vocabulary.
4. Begin the questionnaire by catching respondents’ interest. For example, start with objective, interesting, easy questions. Let respondents know how the survey results will be used. Consider providing respondents with the survey results or other benefit.
5. Be concrete.
Poor: Do you think it was a good movie?
Better: Do you think the movie reflected good values?
6. Avoid words or phrases that may have double meanings. Watch out for this especially if the writer differs in background from the respondents.
7. Try not to ask leading questions.
Poor: Since starting this program, have you had any dreams about cigars? Better: What objects have you seen in your dreams since starting this program? 8. Ask only one question at a time.
Poor: Do you plan to get married and have children?
Poor: Should this organization focus on teaching abstinence and providing mentors to curb teen pregnancies?
Poor: When you discipline your child, do you state the rule clearly and explain the consequences of breaking the rule?
9. Watch out for hidden biases.
Poor: Do you think racial conflict will continue to increase?
Better: In your opinion, in the next two years, how do you think the relationships between races will change?
a) for the better c) stay about the same b) for the worse d) I don’t have an opinion
Helpful Hints for Building Good Questionnaires
(continued)
10. Don’t ask questions that are too complicated.
Poor: Please rank the following 40 movies in the order you enjoyed them, with “1” being the movie you enjoyed the most and “40” being the one you enjoyed the least.
11. Be specific about time frames.
Poor: Have you smoked a cigarette recently?
Better: Have you smoked a cigarette in the last week? 12. Read questions aloud as a way to spot wording problems.
13. Translate the questionnaire into other languages if a significant proportion of the target audience is not likely to speak English.
14. Be aware of cultural issues that may affect how people respond (for example, reluctance to offend the interviewer, cultural focus on the collective instead of the individual, reluctance to answer more personal questions until after trust is established).
15. If the questionnaire is administered by interviewers, be sure the interviewer is appropriate for the respondents.
Poor: Having an African-American interviewer ask white subjects about racial tension.
Poor: Having a county social worker ask social workers about their feelings toward social workers.
16. Don’t ask questions that are too personal if you can avoid it. Poor: What was your annual income last year?
17. Be sure there is an appropriate response option for every possible respondent. Poor: What is your race/ethnicity?
___White/European ___Asian ___Native American ___Latino/Latina ___African American ___Puerto Rican ___Other
Poor: What is the religion of the people you date? ___I only date people from my faith.
Helpful Hints for Building Good Questionnaires
(continued)
18. If the response options are numeric, be sure that the ranges do not overlap. Poor: How old are you?
___Less than 18 years old ___18 to 30 years old ___30 to 50 years old ___Over 50 years old
19. Resist the urge to include questions just because you are curious what the answers will be. This may lengthen the survey so much that respondents will be less likely to complete it.
Poor: Asking respondent income when you have no reason to think income affects the answers respondents will give.
20. If you use a series of rating questions, avoid “response set” (that is, the same response option consistently associated with the “right” answer).
Poor:
Case managers should assess the needs of the client. SA A N D SD Case managers should be readily available to the client. SA A N D SD Case managers should know about other services in the community. SA A N D SD
Hints on Format/Style
1. Group related questions together, starting with least personal and most obviously relevant. 2. Be sure instructions are short and explicit.
3. Minimize skip patterns (for example, “If you answered no to this question, please go to question 17”).
4. Avoid having the questionnaire copied on both sides of the paper.
5. Make the questionnaire easy to read (for example, plenty of white space, a clean typeface, preferably 12-point font but at least 11-point).
6. If the survey is on colored paper, be sure that it is a shade that copies well. 7. Leave enough space on written surveys so that the answers are clearly readable. 8. If you use scales or checklists, make them all run in the same direction.
I like answering survey forms. ___Yes ___No I like working in my garden. ___Yes ___No
Helpful Hints for Building Good Questionnaires
(continued)
9. Make parallel statements.
Poor: I like answering survey forms. ___Yes ___No I don’t like chocolate. ___Yes ___No
Use the Planning
Worksheet provided to
document names and dates
assigned to key activities.
Step 4–Push the Right Buttons
Outline key activities, locate resources (people, time, materials, and
money) and create a timeline.
At this point, it is essential to plan activities and assign tasks with a specific
timeline for completion.
CREATING POLICY AND ENVIRONMENTAL CHANGES CAN BE A
SLOW PROCESS, SO PLAN ACCORDINGLY.
Sample Activities:
•
Develop an evaluation plan.
•
Schedule regular meetings with partners. Document meeting activity.
•
Identify and recruit various audiences for presentations.
•
Schedule and give advocacy presentations.
•
Identify potential resources including funding and manpower.
Planning Worksheet
Date: ________________________ Time: ______________________ Location: ________________________ Partners Present: _____________________________________________________________________________ Project Name: ______________________________________ Next Meeting: __________________________ Use this worksheet to help you with your planning process.
Activities Who is assigned activity? Due Date
1) ___________________________________________ ___________________ ____________
___________________________________________ ___________________ ____________
___________________________________________ ___________________ ____________
___________________________________________ ___________________ ____________
2) ___________________________________________ ___________________ ____________
___________________________________________ ___________________ ____________
___________________________________________ ___________________ ____________
Activities Who is assigned activity? Due Date
3) ___________________________________________ ___________________ ____________
___________________________________________ ___________________ ____________
___________________________________________ ___________________ ____________
___________________________________________ ___________________ ____________
4) ___________________________________________ ___________________ ____________
___________________________________________ ___________________ ____________
___________________________________________ ___________________ ____________
___________________________________________ ___________________ ____________
5) ___________________________________________ ___________________ ____________
___________________________________________ ___________________ ____________
___________________________________________ ___________________ ____________
Step 5–How’s My Driving?
Implement your plan.
•
Use the Planning Worksheet (on previous two pages) to continually
guide the work of the group.
•
Make partners accountable for completing key activities and
reporting progress.
•
Include a progress report from each partner at all regular meetings.
•
Modify your plan as needed according to how work proceeds.
•
Highlight, celebrate, and share successes along the way.
•
Share ongoing accomplishments with decision-makers, supporters,
interested partners, and those affected by changes.
Step 6–Count Your Change
Evaluate and monitor results.
Use the following questions to guide you in evaluating and monitoring
the project:
•
Has a change occurred in the social or economic environment?
•
Has a change occurred in the physical environment?
•
Has a policy been developed?
•
Has a shift occurred in healthy behaviors because of your work?
•
Are policies followed?
•
What is not working? Why? Other options?
•
Did you reach your outcome(s)?
•
What lessons have you learned along the way?
•
How have you informed key audiences of progress and changes?
•
How have you promoted the project?
•
How have you celebrated your success?
Check back to your
evaluation plan
for outcome results.
Slide 1
Hello and welcome. My name is ____________. I am from _____________. Thank you all for coming today to this important presentation. The title of this presentation is “Develop Policies that Support Healthy Options in Vending Machines.” I invite you to participate in a discussion at the end of these slides. Please add your name and contact information to the attendance sheet I’m circulating.
Note to presenter: Attendance sheet is at the end of the presentation script.
Slide 2
The presentation today will cover the following components:
• Policy and environmental change strategies • Why have healthy options in vending machines? • Why is this important?
• What can youdo? and, • Next steps
Slide 3
Public health experts recommend policy and environmental change strategies that make it easy for everyone to eat healthy. Policies include laws, regulations, and rules (both formal and informal) that have the power to guide behavior. By developing policies that support including healthy options in vending machines, the healthy choice can also become
Presentation Script
This presentation script can be used when giving the PowerPoint slide presentation. The script may be read as is or you can edit as necessary to provide your audience with local information.
Slide 4
Environmental change strategies include changes to the economic, social, or physical environments. Community, school, and worksite settings where food and beverages are sold from vending machines create an especially suitable opportunity for environmental changes to occur.
Slide 5
The Dietary Guidelines for Americans recommend that Americans eat a diet that is moderate in total fat, low in saturated fat and cholesterol, and that we choose foods with less salt and added sugar. It is also recommended that Americans choose a variety of whole grain foods, fruits, and vegetables every day. Currently in the U.S., 57% of Americans consume meals and snacks away from home on any given day. Food away from home includes foods and beverages purchased from vending machines. Foods and beverages sold in vending machines do not have to meet specific standards for certain nutrients and may be high in calories, total fat, saturated fat, added sugars,
cholesterol, and sodium. Foods and beverages offered in vending machines can include healthy options that will improve the quality of our diets and our health.
Slide 6
There is a national obesity epidemic and more than half of Maine people are overweight or obese. The financial burden of overweight and obesity in the U.S. in 2000 was estimated at $117 billion, nearly 10% of U.S. healthcare expenses. Recent studies show that obesity is more strongly associated with chronic medical conditions and reduced-related quality of life than smoking, heavy drinking, or poverty.
Slide 7
Improving nutrition by developing policies that support healthy options in vending machines can prevent and control this epidemic, as well as decrease the risk of chronic diseases including cardiovascular disease, diabetes, cancer, and osteoporosis.
Slide 8
Our plan is to identify who is interested in developing policies that support healthy options in vending
machines in this community/school/worksite. We need to assess the current environment and policies and identify a clear goal for this project. We have an Action Packet specifically designed to guide the process.
Slide 9
We plan to use this Action Packet from the very beginning to the end of this project, and the first step is to gather interested parties. That is why we are here today. We would like to hear your reaction and feedback to this idea of developing policies that support healthy options in vending machines. Our next step is to set up a meeting of interested partners to begin the action planning process.
Note to presenter: At this time prompt the audience by asking the questions on slide 9, one by one. Be patient. Allow people to be silent for a while at first; often they are still thinking. Circulate a copy of the table from Step 1 called “Identify interested partners to work on the project.” Your goal should be to have a meeting date and time set with these newly identified partners before leaving the presentation.
Slides 10–12
Here are several references for the information presented here. Thank you.
Slides 10–12 (continued)
