Form 5 E-1 Indicators for School Health Programs: Coordinated S

Indicators of the Performance of Local and State Education Agencies in HIV Prevention and Coordinated School Health Program Activities for Adolescent and School Health Programs

Attachment E-1 (CSHP - FY2007)

Indicators for School Health Programs: Coordinated School Health Programs

OMB: 0920-0672

⚠️ Notice: This form may be outdated. More recent filings and information on OMB 0920-0672 can be found here:

2011-04-12 - Revision of a currently approved collection

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Attachment E-1
Indicators for School Health Programs: to support Coordinated School Health Programs
(CSHP) to address Physical Activity, Nutrition, and Tobacco Use (PANT),
State Education Agencies
(FY2007)

Indicators for School Health Programs:
to support Coordinated School Health Programs (CSHPs) and
to address Physical Activity, Nutrition, and Tobacco Use (PANT)
Fiscal Year: March 1, 2007 – February 29, 2008
Division of Adolescent and School Health
Program Announcement No. 03004:
Improving the Health, Education, and Well-Being of Young People Through
Coordinated School Health Programs
Instructions
This set of indicators describes the performance in ten areas of your project to support Coordinated School
Health Programs (CSHP): (1) joint activities of the State Education Agency and State Health Agency; (2)
activities of state-level coalitions to support CSHP at the local level; (3) CSHP, physical activity, nutrition,
and tobacco-use prevention policies; (4) curricula and instruction; (5) assessment of student performance; (6)
health promotion and environmental approaches; (7) external collaboration; (8) targeting youth
disproportionately affected by chronic disease; (9) project planning; and (10) other information and activities.
A glossary of terms is included at the end of the Indicators.
Activities to be reported are those for which any amount of DASH funds were used, or in which staff time to
develop, implement, or evaluate activities was funded in any amount by DASH. These questions apply only to
priority health risk behaviors addressed in Program Announcement 03004, excluding supplementary funding.
Please answer each question carefully and accurately. Not all items or activities may reflect the emphasis
of your plan for the current fiscal year, and therefore you may report that you have not performed
activities in those areas by entering zeros. Additionally, you may not currently collect information
about some activities. If so, please leave the answer blank. Please be sure to include materials for those
items requesting attachments.
Public reporting burden of this collection of information is estimated to average 9 hours per response, including the time
reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and
reviewing the collection of information. An agency may not conduct or sponsor, and a person is not required to respond to a
collection of information unless it displays a current valid OMB control number. Send comments regarding this burden estimate
or any other aspect of this collection of information, including suggestions for reducing this burden to CDC/ATSDR Reports
Clearance Officer; 1600 Clifton Road NE, MS-E-11, Atlanta, Georgia 30333; ATTN: PRA (0920-0672).

For further questions or assistance with completing this report
please contact your CDC project officer.
Person completing the Indicators:
Name:____________________________________________________________________________
Title:_____________________________________________________________________________
State:_____________________________________

Phone:________________________________

Email:____________________________________________________________________________

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
CENTERS FOR DISEASE CONTROL AND PREVENTION

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

I. JOINT ACTIVITIES OF THE STATE EDUCATION AGENCY (SEA)
AND STATE HEALTH AGENCY (SHA)
1.

During FY 2007, did the SEA and SHA have a formal agreement to collaboratively develop a state plan
to support implementation of CSHP in school districts (e.g., a current memorandum of understanding or
contract)?
{
{

YES
NO

During FY 2007, did the SEA and SHA partnership plan include specific activities to:

A.
B.

C.
D.
E.
F.
G.
H.
I.
J.
K.
L.

Seek additional funding
Market or communicate about CSHP
(i.e. create awareness or interest in new or
on-going CSHP with the general public or
partners)
Develop or implement CSHP activities
Develop or implement PANT activities
Develop or change CSHP policy
(e.g., statute, model policy, etc.)
Develop or change PANT policy
Share CSHP resources
(e.g., databases, information, programs, etc.)
Share PANT resources
Provide CSHP professional development
Provide PANT professional development
Evaluate CSHP activities
Evaluate PANT activities

YES

{
{

{
{
{

{

{
{
{
{
{
{

II. ACTIVITIES OF STATE-LEVEL COALITIONS TO SUPPORT CSHPs
3.

Does your state currently have a state-level coalition to support CSHPs?
{
{

YES
NOÆ Skip to 8

If so, how many CSHP state-level coalitions does your state currently have?
{
1
{
2 or more

Do any of your state’s CSHP state-level coalitions have a written plan (e.g., strategic plan, state
blueprint, etc.) to develop or strengthen school health programs statewide?
{
{

YES
NOÆ Skip to 7
Please continue on the next page Æ

COORDINATED SCHOOL HEALTH PROGRAMS, STATE EDUCATION AGENCIES

How many CSHP state-level coalitions have written plans to develop or strengthen school health
programs statewide?
{
{

2 or more

During FY 2007, in which of the following activities have any CSHP state-level coalitions been
involved?
YES
NO
{
{
A.
Implement a CSHP state-level coalition written plan
B.
Seek additional funding
{
{
{
{
C.
Market or communicate about CSHP programs
(i.e. create awareness or interest in new or on-going
CSHP programs with the general public or partners)
D.
Develop or implement CSHP activities
{
{
E.
Develop or implement PANT activities
{
{
F.
Develop, change, or advise on CSHP
policy (e.g., statute, model policy, etc.)
{
{
G.
Develop, change, or advise on PANT
{
{
policy (e.g., statute, model policy, etc.)
H.
Share CSHP resources
(e.g., databases, information, programs, etc.)
{
{
I.
Share PANT resources
{
{
(e.g., databases, information, programs, etc.)
J.
Provide CSHP professional development
{
{
K.
Provide PANT professional development
{
{
L.
Provide incentives (including financial) to develop
or implement CSHP activities
{
{
M.
Provide incentives (including financial) to develop
{
{
or implement PANT activities

III. POLICY
8.

During FY 2007, did your project to support CSHP participate in any of the following activities
on policy for CSHP, physical activity, nutrition, or tobacco-use prevention?
A.

DEVELOP (or revise or assist in developing) model policies, policy guidance, or other
policy materials to inform policy direction?
{
{

YES

Please continue on the next page Æ

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

DISTRIBUTE to district or school staff established or model policies, policy guidance, or
other policy materials to inform policy direction.
CSHP

PHYSICAL
ACTIVITY NUTRITION

TOBACCO
USE

(Choose one for each category)
YES………………………………………………
NO—we have such policies, but have not
distributed them this fiscal year. Æ Skip to 8C…
NO—we do not have such policies. Æ Skip to 8C.
If YES to any category, provide the total:
1. Number of schools reached directly………….
2. Number of districts reached directly…………
3. Number of regional support units reached
directly (if applicable)………………………
4. Number of hits on policy web pages (if
applicable)…………………………………..
5. Number of listservs, Internet mailing lists, or
discussion boards used (do not list number of emails posted but the number of electronic
distribution lists used)………………….
6. Number of external partners reached directly
Please specify type, e.g., CBO, Health Agencies
______________________________________
C.

{

1.______

______

2.______

______

3.______

______

4.______

______

5.______

______

6.______

______

Provide PROFESSIONAL DEVELOPMENT to district or school staff on established or
model policies, policy standards, or other policy materials to inform policy direction.

CSHP

PHYSICAL
ACTIVITY NUTRITION

TOBACCO
USE

(Choose one for each category)
YES………………………………………………….
NOÆ Skip to 8D…………………………………….
If YES to any category, provide the total:
1. Number of professional development events
including policy issues……………………………
2. Number of participants in professional
development events including policy issues...........
3. Number of schools reached directly………………
4. Number of districts reached directly……………...
5. Number of regional support units reached
directly (if applicable) ……………………………
6. Number of external partners reached directly
Please specify type _______________________

{

1.______

______

2.______
3.______
4.______

______
______
______

5.______

______

6.______

______

Please continue on the next page Æ

COORDINATED SCHOOL HEALTH PROGRAMS, STATE EDUCATION AGENCIES

Provide INDIVIDUALIZED TECHNICAL ASSISTANCE to district or school staff
on established or model policies, policy standards, or other policy materials to inform
policy direction.

CSHP

PHYSICAL
ACTIVITY NUTRITION

TOBACCO
USE

(Choose one for each category)
YES…………………………………………………..
NO Æ Skip to 8E…………………………………….
If YES to any category, provide the total:
1. Number of schools reached directly……………..
2. Number of districts reached directly…………….
3. Number of regional support units reached
directly (if applicable)…………………………...
4. Number of external partners reached directly
Please specify type ______________________

{

1._______

_______

2._______

_______

3._______

_______

4._______

_______

Please continue on the next page Æ

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

Assist district or school staff in policy development or policy implementation on the
following topics. (Assistance to districts or schools may be through distributing materials
on policy, professional development, or providing individualized technical assistance.)
Coordinated School Health Programs
YES NO
1. Implementation of CSHP
{
{
2. Integration of the school health plan into the overall school improvement plan
{
{
3. Creation, improvement, or maintenance of school health councils and school health teams
{
{
4. Establishment of, qualifications for, and duties of local district CSHP coordinators
{
{
5. Implementation of required federal wellness policies
Health Education
1. Requirements for K-12 health education classes
2. Certification requirements for teachers of health education
3. Nutrition education for students
4. Physical activity for students as a regular topic within health education
5. Tobacco-use prevention education for students

{

{
{
{
{
{

6. Other health education topics (specify):__________________________________
Physical Education Policies
1. Requirements for K-12 physical education
2. Certification requirements for physical education teachers
3. Prohibiting use of physical activity as a punishment during physical education class

{

{
{
{

4. Other physical education topics (specify):____________________________
Physical Activity Policies
1. Daily recess or physical activity breaks for elementary students
2. Prohibiting denying recess as a punishment
3. After-school physical activity and/or intramurals and/or sports clubs

{

{
{
{
{

{
{

{

{
{

{

4. Enforcing tobacco-use prevention policies

{

5. Other tobacco-use prevention/cessation topics (specify): ___________________________

{

4. Other physical activity topics (specify):______________________________
Healthy Eating Policies
1. Access to school meals for all students
2. Nutritional quality of all foods and beverages available on school campuses
3. Limiting student access to foods or beverages outside of the federally regulated school
meals program
4. Promoting school fund-raising campaigns that consist of non-food items or healthful foods
5. Classroom guidelines that discourage the use of food as a reward or punishment
6. Other healthy eating topics (specify):_________________________________
Tobacco-use Prevention Policies
1. Prohibiting use of tobacco products by students, staff, parents, and visitors on school
property, in school vehicles, and at school-sponsored functions away from school property
2. Prohibiting tobacco advertising in school buildings, at school functions, or in school
publications
3. Tobacco-use cessation programs or referrals for students or staff

Please continue on the next page Æ

COORDINATED SCHOOL HEALTH PROGRAMS, STATE EDUCATION AGENCIES

IV. CURRICULA & INSTRUCTION
9.

During FY 2007, did your project to support CSHP participate in any of the following activities
on curriculum and instruction for physical education?
A.

DEVELOP (or revise or assist in developing) physical education curricular standards,
frameworks, instructional strategies, or other guidance?

{
{

YES
NO

DISTRIBUTE to district or school staff physical education curricular standards,
frameworks, instructional strategies, or other guidance. (Choose one.)

{
{

YES
NO—we have physical education curricular standards, frameworks, instructional
strategies or other guidance, but have not distributed them this fiscal year. Æ Skip to
9C
NO—we do not have physical education curricular standards, frameworks, instructional
strategies, or other guidance. Æ Skip to 9C

{

If YES, provide the total:
1.
Number of schools reached directly ________
2.
Number of districts reached directly ________
3.
Number of regional support units reached directly (if applicable) ________
4.
Number of external partners reached directly ________
Please specify type _______________________________________________
5.
Number of listservs, Internet mailing lists, or discussion boards used (do not list
number of e-mails posted but the number of electronic distribution lists
used)_____
C.

Provide PROFESSIONAL DEVELOPMENT to district or school staff on physical
education curricular standards, frameworks, or instructional strategies.

{
{

YES
NOÆ Skip to 9D
If YES, provide the total:
1.
Total number of professional development events including curricula, curricular
standards, frameworks, instructional strategies, or other guidance _____
2.
Total number of participants in professional development events including
curricula, curricular standards, frameworks, instructional strategies, or other
guidance _____
3.
Number of schools reached directly ______
4.
Number of districts reached directly ______
5.
Number of regional support units reached directly (if applicable) _____
6.
Number of external partners reached directly ______
Please specify type _____________________________________________
Please continue on the next page Æ

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

Provide INDIVIDUALIZED TECHNICAL ASSISTANCE to district or school staff
on physical education curriculum or instruction (e.g., help in reviewing, revising,
developing, or selecting instructional materials).

{
{

YES
NOÆ Skip to 10
If YES, provide the total:
1.
Number of schools reached directly ____
2.
Number of districts reached directly ____
3.
Number of regional support units reached directly (if applicable) _____
4.
Number of external partners reached directly ______
Please specify type _____________________________________________

10.

During FY 2007, did your project to support CSHP participate in any of the following activities
on curriculum and instruction to address content areas of physical activity, nutrition, or
tobacco-use prevention in health education?
A.

DEVELOP (or revise or assist in developing) health education curricula, health
education standards, frameworks, instructional strategies, or other guidance?

{
{

YES
NO

DISTRIBUTE to district or school staff health education curricula, health education
standards, frameworks, instructional strategies, or other guidance.
PHYSICAL
ACTIVITY

NUTRITION

TOBACCO
USE

{

1.________

___________

2.________

___________

3.________

___________

4.________

___________

5.________

___________

(Choose one for each category)
YES…………………………………………………
NO—we have curricular standards, frameworks,
instructional strategies or guidance, but have not
distributed them this fiscal year. Æ Skip to 10C….
NO—we do not have such curricular standards,
frameworks, instructional strategies, or guidance
Æ Skip to 10C…………………………………….
If YES for any category, provide the total:
1. Number of schools reached directly……………
2. Number of districts reached directly…………...
3. Number of regional support units reached
directly (if applicable)..……………………….
4. Number of external partners reached directly
Please specify type_______________________
5. Number of listservs, Internet mailing lists, or
discussion boards used (do not list number of emails posted but the number of electronic
distribution lists used)………………………….

Please continue on the next page Æ

COORDINATED SCHOOL HEALTH PROGRAMS, STATE EDUCATION AGENCIES

Provide PROFESSIONAL DEVELOPMENT to district or school staff on health
education curricula, health education standards, frameworks, instructional strategies, or
other guidance.
PHYSICAL
ACTIVITY

NUTRITION

TOBACCO
USE

{

1. _________

___________

2._________
3._________
4._________

___________
___________
___________

5._________

___________

6._________

___________

(Choose one in each category)
YES………………………………………………...
NOÆ Skip to 10D………………………………..
If YES in any category, provide the total:
1. Number of professional development events
including curricular standards, frameworks,
instructional strategies, or other
guidance……………………………………………
2. Number of participants in professional
development events including curricular standards,
frameworks, instructional strategies, or other
guidance……………………………………..
3. Number of schools reached directly……………
4. Number of districts reached directly……...........
5. Number of regional support units reached
directly (if applicable)…………………………
6. Number of external partners reached directly
Please specify type _____________________
D.

Provide INDIVIDUALIZED TECHNICAL ASSISTANCE to district or school staff
on health education curriculum or instruction (e.g., help in reviewing, revising,
developing, or selecting instructional materials).
PHYSICAL
ACTIVITY

NUTRITION

TOBACCO
USE

{

1. ________

________

2. ________

________

3. ________

________

4. ________

________

(Choose one in each category)
YES………………………………………………..
NOÆ Skip to 11…………………………………
If YES in any category, provide the total:
1. Number of schools reached directly…………..
2. Number of districts reached directly…………..
3. Number of regional support units reached
directly (if applicable)………………………...
4. Number of external partners reached directly
Please specify type _____________________

Please continue on the next page Æ

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

V. ASSESSMENT OF STUDENT PERFORMANCE
11.

During FY 2007, did your project to support CSHP participate in any of the following activities
on the assessment of student performance for physical education?
A.

DEVELOP (or revise or assist in developing) physical education frameworks or
guidelines for district or school staff about how to assess or measure students’
knowledge, skills, and physical activity behaviors?

{
{

YES
NO

DISTRIBUTE to district or school staff physical education frameworks or guidelines
about how to assess or measure students’ knowledge, skills, and physical activity
behavior? (Do not include materials on how to conduct the Youth Risk Behavior Survey
or the School Health Profiles or materials on height or weight measurements.)

(Choose one.)
{
{
{

YES
NO—we have physical education frameworks or guidelines about how to assess or
measure students’ knowledge and skills, but have not distributed them. Æ Skip to 11C
NO—we do not have physical education frameworks or guidelines about how to assess
or measure students’ knowledge and skills. Æ Skip to 11C
If YES, provide the total:
1.
Number of schools reached directly ______
2.
Number of districts reached directly ______
3.
Number of regional support units reached directly (if applicable) ______
4.
Number of external partners reached directly ______
Please specify type______________________________________________
5.
Number of listservs, Internet mailing lists, or discussion boards used (do not list
number of e-mails posted but the number of electronic distribution lists used) __

Provide PROFESSIONAL DEVELOPMENT to district or school staff on how to
assess or measure in physical education students’ knowledge, skills, and physical
activity behavior.

{
{

YES
NOÆ Skip to 11D
If YES, provide the total:
1.
Number of professional development events including curricula, instructional
strategies, content standards, or programmatic strategies ______
2.
Number of participants in professional development events including curricula,
instructional strategies, content standards, or programmatic strategies ______
3.
Number of schools reached directly ______
4.
Number of districts reached directly ______
5.
Number of regional support units reached directly (if applicable) ______
6.
Number of external partners reached directly ______
Please specify type________________________________________________
Please continue on the next page Æ

COORDINATED SCHOOL HEALTH PROGRAMS, STATE EDUCATION AGENCIES

Provide INDIVIDUALIZED TECHNICAL ASSISTANCE to district or school staff
on how to assess or measure in physical education students’ knowledge, skills and
physical activity behavior.

{
{

YES
NOÆ Skip to 12
If YES, provide the total:
1.
Number of schools reached directly ______
2.
Number of districts reached directly ______
3.
Number of regional support units reached directly (if applicable) ______
4.
Number of external partners reached directly ______
Please specify type__________________________________________

12.

During FY 2007, did your project to support CSHP participate in any of the following activities
on the assessment of student performance for physical activity, nutrition, or tobacco-use
prevention in health education?
A.

DEVELOP (or revise or assist in developing) health education frameworks or
guidelines about how to assess or measure students’ knowledge and skills to district or
school staff for physical activity, nutrition, or tobacco-use prevention?

{
{

YES
NO

DISTRIBUTE to district or school staff health education frameworks or guidelines
about how to assess or measure students’ knowledge and skills for physical activity,
nutrition, or tobacco-use prevention? (Do not include materials on how to conduct the
Youth Risk Behavior Survey or the School Health Profiles.)

(Choose one)
YES…………………………………………………………………………………..
NO—we have health education frameworks, guidelines, or strategies about how to
assess or measure students’ knowledge and skills but have not distributed them
this fiscal year. Æ Skip to 12C………………………………………………………
NO—we do not have health education frameworks, guidelines, or strategies about
how to assess or measure students’ knowledge and skills. Æ Skip to 12C………….

{
{
{

If YES in any category, provide the total:
1. Number of schools reached directly……………………………………………..
1._________
2. Number of districts reached directly…………………………………………….
2._________
3. Number of regional support units reached directly (if applicable)………………
3.________
4. Number of external partners reached directly
Please specify type ________________________________________________
4.________
5. Number of listservs, Internet mailing lists, or discussion boards used (do not list
number of e-mails posted but the number of electronic distribution lists
5.________
used)………………….
Please continue on the next page Æ

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

Provide PROFESSIONAL DEVELOPMENT to district or school staff on how to
assess or measure students’ knowledge and skills relevant to physical activity, nutrition,
or tobacco-use prevention in health education.

YES……………………………………………………………………………………….
NOÆ Skip to 12D………………………………………………………………………..

{
{

If YES in any category, provide the total:
1. Number of professional development events including curricula, instructional
strategies, content standards, or programmatic strategies to assess students’
knowledge………………….
2. Number of participants in professional development events including curricula,
instructional strategies, content standards, or programmatic strategies to assess students’
knowledge………………………………………………………………………
3. Number of schools reached directly…………………………………………………..
4. Number of districts reached directly………………………………………………….
5. Number of regional support units reached directly (if applicable)…………………...
6. Number of external partners reached directly
Please specify type_________________________________________________

1.________

2.________
3.________
4.________
5.________
6.________

Provide INDIVIDUALIZED TECHNICAL ASSISTANCE to district or school staff
on assessment or measurement of students’ knowledge and skills for physical
activity, nutrition, or tobacco-use prevention in health education.

YES………………………………………………………………………………………
NOÆ Skip to 13…………………………………………………………………………

{
{

If YES in any category, provide the total:
1.
2.
3.
4.

Number of schools reached directly…………………………………………………
Number of districts reached directly………………………………………………...
Number of regional support units reached directly (if applicable)………………….
Number of external partners reached directly
Please specify type _________________________________________________

1. _______
2. _______
3. _______
4. _______

Please continue on the next page Æ

COORDINATED SCHOOL HEALTH PROGRAMS, STATE EDUCATION AGENCIES

VI. HEALTH PROMOTION AND ENVIRONMENTAL APPROACHES
13.

During FY 2007, did your project to support CSHP participate in any of the following activities to help
district or school staff to assess, plan, or coordinate school health programs?

DEVELOP (or revise or assist in developing) model programs, guidance,
implementation strategies, or other resource materials (not to include policy materials) for
district or school staff to promote CSHPs or PANT through any of the following:
YES NO
A.
District-level school health councils
{
{
B.
School-level school health councils
{
{
{
{
C.
School health coordinators
D.
How to secure administrative support for CSHP
{
{
E.
How districts or schools can collaborate with community
{
{
partners
F.
How to develop new health-related policies in the context of
CSHP
{
{

DISTRIBUTE to district or school staff model programs, guidance, implementation
strategies, or other resource materials (not to include policy materials) to promote
CSHPs through any of the following:

Program topic
(Choose one for each program topic)

A. District-level school health councils
B. School-level school health councils
C. School health coordinators
D. How to secure administrative support
for CSHP
E. How districts or schools can
collaborate with community partners
F. How to develop new health-related
policies in the context of CSHP.

YES

NO—we have model
programs, guidance,
implementation
strategies, or other
resource materials, but
have not distributed
them this fiscal year

NO—we do not have
model programs,
guidance,
implementation
strategies, or other
resource materials

{

{
{

{

(If NO to all of the above, skip to 13C)
If YES to any of the above, provide the total:
1.
Number of schools reached directly ___________
2.
Number of districts reached directly ___________
3.
Number of regional support units reached directly (if applicable) ________
4.
Number of external partners reached directly ______
Please specify type________________________________________________
Please continue on the next page Æ

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

Provide PROFESSIONAL DEVELOPMENT to district or school staff on model
programs, guidance, implementation strategies, or other resource materials (not to
include policy materials) to promote CSHPs through any of the following:
YES NO
A.
District-level school health councils
{
{
B.
School-level school health councils
{
{
{
{
C.
School health coordinators
D.
How to secure administrative support for CSHP
{
{
E.
How districts or schools can collaborate with community
{
{
partners
F.
How to develop new health-related policies in the context of
CSHP
{
{
(If NO to all of the above, skip to 13D)
If YES to any of the above, provide the total:
1.
Number of professional development events including model programs,
guidance, implementation strategies, or other resource materials ______
2.
Number of participants in professional development events including model
programs, guidance, implementation strategies, or other resource materials _____
3.
4.
5.
6.

Number of schools reached directly ______
Number of districts reached directly ______
Number of regional support units reached directly (if applicable) _____
Number of external partners reached directly ______
Please specify type ________________________________________________

Provide INDIVIDUALIZED TECHNICAL ASSISTANCE to district or school staff to
promote CSHPs (i.e. developing model programs or selecting resource materials)
through any of the following:
YES NO
{
{
A.
District-level school health councils
B.
School-level school health councils
{
{
{
{
C.
School health coordinators
D.
How to secure administrative support for CSHP
{
{
E.
How districts or schools can collaborate with community
{
{
partners
F.
How to develop new health-related policies in the context of
CSHP
{
{
(If NO to all of the above, skip to 14)
If YES to any of the above, provide the total:
1.
Number of schools reached directly ___________
2.
Number of districts reached directly ___________
3.
Number of regional support units reached directly (if applicable) ________
4.
Number of external partners reached directly ______
Please specify type ____________________________________________
Please continue on the next page Æ

COORDINATED SCHOOL HEALTH PROGRAMS, STATE EDUCATION AGENCIES

14.

During FY 2007, did your project in support of CSHP participate in any of the following activities to help
district or school staff to assess, plan, or coordinate school health programs?
A.

DISTRIBUTE to district or school staff the School Health Index or similar tool to help
assess and plan school health programs.

{
{

YES
NOÆ Skip to 14B
If YES, what tool(s) were distributed? (Choose all that apply.)

{
{
{

The School Health Index

Provide PROFESSIONAL DEVELOPMENT to district or school staff on the School
Health Index or similar tool to help assess and plan school health programs.

{
{

YES
NOÆ Skip to 14C

A modified version of the School Health Index
Other
Please specify_____________________________________

If YES, provide the total:
1.
Number of professional development events ______
2.
Number of participants in professional development events _____
3.
Number of schools reached directly ___________
4.
Number of districts reached directly _____________
5.
Number of regional support units reached directly (if applicable) _______
6.
Number of external partners reached directly ______
Please specify type __________________________________________
C.

Provide INDIVIDUALIZED TECHNICAL ASSISTANCE to district or school staff
on the School Health Index or similar tool to help assess and plan school health programs.

{
{

YES
NOÆ Skip to 15
If YES, provide the total:
1.
Number of schools reached directly __________
2.
Number of districts reached directly__________
3.
Number of regional support units reached directly (if applicable) ________
4.
Number of external partners reached directly ______
Please specify type ___________________________________________
Please continue on the next page Æ

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

15.

During FY 2007, did your project in support of CSHP participate in any of the following activities to help
district or school staff to assess, plan, or coordinate physical education programs?
A.

DISTRIBUTE to district or school staff the Physical Education Curriculum Analysis
Tool (PECAT) or similar tool to help assess and plan physical education curriculum.

{
{

YES
NOÆ Skip to 15B
If YES, what tool(s) were distributed? (Choose all that apply.)

{
{
{

The PECAT

Provide PROFESSIONAL DEVELOPMENT to district or school staff on the PECAT
or similar tool to help assess and plan physical education curriculum.

{
{

YES
NOÆ Skip to 15C

A modified version of the PECAT
Other
Please specify_____________________________________

Provide INDIVIDUALIZED TECHNICAL ASSISTANCE to district or school staff
on the PECAT or similar tool to help assess and plan physical education curriculum.

{
{

YES
NOÆ Skip to 16
If YES, provide the total:
1.
Number of schools reached directly __________
2.
Number of districts reached directly__________
3.
Number of regional support units reached directly (if applicable) ________
4.
Number of external partners reached directly ______
Please specify type ___________________________________________
Please continue on the next page Æ

COORDINATED SCHOOL HEALTH PROGRAMS, STATE EDUCATION AGENCIES

16.

During FY 2007, did your project in support of CSHP engage in any of the following activities to
help district or school staff promote physical activity?
A.

DEVELOP (or revise or assist in developing) model programs, guidance,
implementation strategies, or other resource materials (not to include policy materials) for
district or school staff to promote physical activity through any of the following:
YES NO
A.
Increasing physical activity opportunities during school-day
{
{
breaks, recess, or in the classroom
B.
Planning or implementing walk-to-school initiatives
{
{
C.
Planning or implementing organized physical activity
programs beyond physical education or competitive
athletics (e.g., intramural sports, physical activity clubs, and
{
{
other after school activities)

DISTRIBUTE to district or school staff model programs, guidance, implementation
strategies, or other resource materials (not to include policy materials) to promote
physical activity through any of the following:

Program topic
(Choose one for each program topic)

A. Increasing physical activity
opportunities during school-day breaks,
recess, or in the classroom
B. Planning or implementing walk-toschool initiatives
C. Planning or implementing organized
physical activity programs beyond
physical education or competitive
athletics (e.g., intramural sports, physical
activity clubs, and other after school
activities)
(If NO to all of the above, skip to 16C)

YES

NO—we have model
programs, guidance,
implementation
strategies, or other
resource materials, but
have not distributed
them this fiscal year

NO—we do not have
model programs,
guidance,
implementation
strategies, or other
resource materials

{

If YES to any of the above, provide the total:
1.
Number of schools reached directly ___________
2.
Number of districts reached directly ___________
3.
Number of regional support units reached directly (if applicable) ________
4.
Number of external partners reached directly ______
Please specify type ___________________________________________

Please continue on the next page Æ

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

Increasing physical activity opportunities during school-day
breaks, recess, or in the classroom
Planning or implementing walk-to-school initiatives
Planning or implementing organized physical activity
programs beyond physical education or competitive
athletics (e.g., intramural sports, physical activity clubs, and
other after school activities)

{
{

{

(If NO to all of the above, skip to 16D)
If YES to any of the above, provide the total:
1.
Number of professional development events including model programs,
guidance, implementation strategies, or other resource materials ______
2.
Number of participants in professional development events including model
programs, guidance, implementation strategies, or other resource materials ____
3.
Number of schools reached directly ______
4.
Number of districts reached directly ______
5.
Number of regional support units reached directly (if applicable) _____
6.
Number of external partners reached directly ______
Please specify type ________________________________________________
D.

Provide INDIVIDUALIZED TECHNICAL ASSISTANCE to district or school staff to
promote physical activity (i.e. developing model programs or selecting resource
materials) through any of the following:
YES NO
A.
Increasing physical activity opportunities during school-day
{
{
breaks, recess, or in the classroom
B.
Planning or implementing walk-to-school initiatives
{
{
C.
Planning or implementing organized physical activity
programs beyond physical education or competitive
athletics (e.g., intramural sports, physical activity clubs, and
{
{
other after school activities)
(If NO to all of the above, skip to 17)
If YES to any of the above, provide the total:
1.
Number of schools reached directly ___________
2.
Number of districts reached directly ___________
3.
Number of regional support units reached directly (if applicable) ________
4.
Number of external partners reached directly ______
Please specify type ___________________________________________

Please continue on the next page Æ

COORDINATED SCHOOL HEALTH PROGRAMS, STATE EDUCATION AGENCIES

17.

During FY 2007, did your project in support of CSHP engage in any of the following activities to
help district or school staff promote healthy eating?
A.

DEVELOP (or revise or assist in developing) model programs, guidance,
implementation strategies, or other resource materials (not including policy materials) for
district or school staff to promote healthy eating through any of the following:
YES
NO
A.
Improving nutritional quality of school meals
{
{
B.
Marketing healthy school meals
{
{
C.
Improving the nutritional quality of school food
and beverages outside of school meals (e.g., vending
{
{
machines and a la carte)
D.
Marketing healthy school food and beverage choices
outside of school meals (e.g., vending machines,
classroom snacks, a la carte)
{
{

DISTRIBUTE to district or school staff model programs, guidance, implementation
strategies, or other resource materials (not including policy materials) to promote healthy
eating through any of the following

Program topic
(Choose one for each program topic)

A. Improving nutritional quality of
school meals
B. Marketing healthy school meals
C. Improving the nutritional quality of
school food and beverages outside of
school meals (e.g., vending machines
and a la carte)
D. Marketing healthy school food and
beverages outside of school meals (e.g.,
vending machines, classroom snacks, a
la carte)

YES

NO—we have model
programs, guidance,
implementation
strategies, or other
resource materials, but
have not distributed
them this fiscal year

NO—we do not have
model programs,
guidance,
implementation
strategies, or other
resource material

{
{

{

(If NO to all of the above, skip to 17C)
If YES to any of the above, provide the total:
1.
Number of schools reached directly ___________
2.
Number of districts reached directly ___________
3.
Number of regional support units reached directly (if applicable) ________
4.
Number of external partners reached directly ______
Please specify type ___________________________________________
Please continue on the next page Æ

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

A.
B.
C.

Improving nutritional quality of school meals
Marketing healthy school meals
Improving the nutritional quality of school food
and beverages outside of school meals (e.g., vending
machines and a la carte)
Marketing healthy school food and beverages
outside of school meals (e.g., vending machines,
classroom snacks, a la carte)

YES

{
{

{

(If NO to all of the above, skip to 17D)
If YES to any of the above, provide the total:
1.
2.
3.
4.
5.
6.

Number of professional development events including model programs,
guidance, implementation strategies, or other resource materials ______
Number of participants in professional development events including model
programs, guidance, implementation strategies, or other resource materials ____
Number of schools reached directly ______
Number of districts reached directly ______
Number of regional support units reached directly (if applicable) _____
Number of external partners reached directly ______
Please specify type ________________________________________________

Provide INDIVIDUALIZED TECHNICAL ASSISTANCE to district or school staff to
promote healthy eating (e.g., developing model programs or selecting resource
materials) through any of the following:
YES
NO
A.
Improving nutritional quality of school meals
{
{
B.
Marketing healthy school meals
{
{
C.
Improving the nutritional quality of school food
and beverages outside of school meals (e.g., vending
{
{
machines and al a carte)
D.
Marketing healthy school food and beverages
outside of school meals (e.g., vending machines,
classroom snacks, a la carte)
{
{

(If NO to all of above, skip to 18)
If YES to any of the above, provide the total:
1.
Number of schools reached directly ___________
2.
Number of districts reached directly ___________
3.
Number of regional support units reached directly (if applicable) ________
4.
Number of external partners reached directly ______

Please specify type _______________________________________
Please continue on the next page Æ

COORDINATED SCHOOL HEALTH PROGRAMS, STATE EDUCATION AGENCIES

18.

During FY 2007, did your project in support of CSHP engage in the following activities to help
district or school staff promote a tobacco-free lifestyle?
A.

{
{

YES
NO

DISTRIBUTE to district or school staff model programs, guidance, implementation
strategies, or other resource materials (not to include policy materials) to help plan and
implement tobacco-use prevention programs for students.

{
{

YES
NO—we have model program, guidance, implementation strategies or other resource
materials but we have not distributed themÆ Skip to 18C
NO—we do not have model programs, guidance, implementation strategies or other
resource materialsÆ Skip to 18C

{

If YES to any of the above, provide the total:
1.
2.
3.
4.

Number of schools reached directly ___________
Number of districts reached directly ___________
Number of regional support units reached directly (if applicable) ________
Number of external partners reached directly ______
Please specify type ____________________________________________

{
{

YES
NOÆ Skip to 18D
If YES to any of the above, provide the total:
1.
2.
3.
4.
5.
6.

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

Provide INDIVIDUALIZED TECHNICAL ASSISTANCE to district or school staff
(for example in developing model programs or selecting resource materials) to help
plan and implement tobacco-use prevention programs for students.

{
{

YES
NOÆ Skip to 19
If YES, provide the total:
1.
Number of schools reached directly ___________
2.
Number of districts reached directly ___________
3.
Number of regional support units reached directly (if applicable) ________
4.
Number of external partners reached directly ______
Please specify type____________________________________________

Please continue on the next page Æ

COORDINATED SCHOOL HEALTH PROGRAMS, STATE EDUCATION AGENCIES

VII. EXTERNAL COLLABORATION
19.

During FY 2007, did your project in support of CSHP COLLABORATE with any of the
following external partners? (Choose YES or NO for each topic.)

EXTERNAL COLLABORATION

CSHP
YES NO

PHYSICAL
ACTIVITY
YES NO

NUTRITION
YES NO

TOBACCO
USE
YES NO

A. Agencies serving primarily African American
youth
B. Agencies serving primarily Hispanic youth
C. Agencies serving primarily American
Indian/Alaskan Native youth
D. Agencies serving primarily Asian/Pacific
Islander youth
E. Businesses
F. Community-based organizations (CBOs)

{

{
{

G. Education organizations (e.g., advocacy,
service, professional, or membership
associations)
H. Faith-based organizations
I. Foundations (private or non-profit)

{

{
{

{

{
{
{
{

{

{
{

{

J. Governor’s appointed council to improve the
health of youth (this can include overall health
of youth or individual health topics)
K. Health organizations (e.g., advocacy, service,
professional, or membership associations)
L. Local education agencies
M. Local health agencies
N. State health coalitions or networks
O. Universities and other institutions of higher
education
P. National non-governmental organizations,
including state and local affiliates
Q. Parents/parent groups
R. School-aged youth
S. Others (Specify)_____________________

Please continue on the next page Æ

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

VIII. TARGETING YOUTH DISPROPORTIONATELY AFFECTED BY
CHRONIC DISEASE
20.

In FY 2007, did your project in support of CSHP implement PANT programmatic activities (e.g.,
distributing materials, providing professional development, or individualized technical assistance)
specifically focused on any of the following youth disproportionately affected by chronic
disease? (Choose YES or NO for each topic.)
YOUTH POPULATIONS

MATERIALS
DISTRIBUTION
YES

PROFESSIONAL
DEVELOPMENT

YES

INDIVIDUALIZED
TECHNICAL
ASSISTANCE
YES
NO

A. African American youth

{

B. Hispanic youth

{

C. American Indian/Alaskan
Native youth
D. Asian/Pacific Islander
youth
E. Other youth
disproportionately affected by
chronic disease
Please specify_____________

{

IX. PROJECT PLANNING
21.

In FY 2007, what evaluation activities did you conduct?
A.
B.
C.
D.
E.
F.

22.

Conducted formative evaluation
Created a logic model
Wrote SMART objectives
Conducted process evaluation
Conducted outcome evaluation
Other
Please specify____________________________________

YES

{
{
{
{
{
{

During FY 2007, did your project in support of CSHP have any funding other than DASH
funding that supported state-wide activities consistent with those planned by the CSHP state-wide
coalition? (May include federal, state, or private funding) (Choose one.)
{
{

YES
NOÆ Skip to 23
If YES:
a.

What is the total dollar amount of the funding you received other than DASH
funding that supported state-wide activities consistent with those planned by the
CSHP state-wide coalition? (Please include federal, state, and private funding):
$__________
Please continue on the next page Æ

COORDINATED SCHOOL HEALTH PROGRAMS, STATE EDUCATION AGENCIES

23.

How many school districts do you have in your state? ______ TOTAL

24.

How many regional support units do you use in support of CSHP project activities?
______ TOTAL (if applicable)

X. OTHER INFORMATION & ACTIVITIES
25.

In FY 2007, did you make PRESENTATIONS that focused on policy, curriculum, student
assessment, or environmental interventions related to physical activity, physical education,
nutrition, tobacco-use prevention, health education, or CSHP?
{
{

YES
NOÆ Skip to 26

If yes:
A.

How many presentations did you make focused on policy, curriculum, student
assessment, or environmental interventions related to physical activity, physical
education, nutrition, tobacco-use prevention, health education, or CSHP?
_____________

Please check all the topics on which you presented in FY 2007:
___ Physical activity
___ Physical education
___ Nutrition
___ Tobacco-use prevention
___ Health education
___ CSHP
___ Other
Please specify___________________________________________

Please check all audiences to whom you presented in FY 2007:
___ District-level staff or administrators
___ School-level staff or administrators
___ Staff or students at universities or other institutions of higher education
___ Community-based organization staff
___ State or local health agency staff
___ Legislators
___ Parents/parent groups
___ School-aged youth
___ Other
Please specify____________________________________________

26.

In FY 2007, did you provide PRE-SERVICE LEARNING events that focused on policy,
curriculum, student assessment, or environmental interventions related to physical activity,
physical education, nutrition, tobacco-use prevention, health education, or CSHP?
{
{

YES
NOÆ Skip to 27
Please continue on the next page Æ

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

If yes:
A.

How many pre-service learning events did you provide focused on policy, curriculum,
student assessment, or environmental interventions related to physical activity, physical
education, nutrition, tobacco-use prevention, health education, or CSHP?
_____________

Please check all the topics on which you provided pre-service learning events in FY
2007:
___ Physical activity
___ Physical education
___ Nutrition
___ Tobacco-use prevention
___ Health education
___ CSHP
___ Other
Please specify___________________________________________

27.

Is there information that we asked for in this year’s Indicators that you estimated or guessed at?
{
YES
{
NOÆ Skip to 28
A. What kind of information did you estimate or guess at? (Mark all that apply.)
_____
_____
_____
_____
_____
_____

Distribution of print materials
Distribution of electronic materials
Professional development events
Individualized technical assistance
Funding dollar amounts
Presentations

B. On what topics did you estimate or guess at information? (Mark all that apply.)
_____
_____
_____
_____
_____
28.

Policies
Curricula and instruction
Assessment of student performance
Health promotion and environmental approaches
Project planning

Is there information that we asked for in this year’s Indicators that you did not collect at all?
{
YES
{
NOÆ Skip to 29
A. What kind of information did you not collect at all? (Mark all that apply.)
_____
_____
_____
_____
_____
_____

Distribution of print materials
Distribution of electronic materials
Professional development events
Individualized technical assistance
Funding dollar amounts
Presentations
Please continue on the next page Æ

COORDINATED SCHOOL HEALTH PROGRAMS, STATE EDUCATION AGENCIES

B. On what topics did you not collect information at all? (Mark all that apply.)
_____
_____
_____
_____
_____

Policies
Curricula and instruction
Assessment of student performance
Health promotion and environmental approaches
Project planning

29.

During FY 2007, did your project to support CSHP conduct any additional, noteworthy, major
activities to improve physical activity, nutrition, tobacco-use prevention policies, curriculum,
instruction, assessment, collaborations, or CSHP at the local level? Did these activities focus on
improving the quality of PANT programs for African American, Hispanic, American
Indian/Alaskan Native, Asian/Pacific Islander youth, or other youth disproportionately affected
by chronic disease? Please describe in an attached narrative.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
30.

Please describe in an attached narrative, one specific improvement to your state project to support
CSHP during FY 2007 that occurred as a result of your evaluation activities.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
31.

Please provide information about any additional professional development events or materials
distribution activities not captured by the questions above. In particular, please report on activities
in meetings or conferences not sponsored by your agency and for which you could not collect
information on participants or recipients of materials.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Please continue on the next page Æ

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

32.

Please provide any additional general comments or information in the space below.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
THANK YOU FOR YOUR RESPONSES. PLEASE RETURN THE INDICATORS.

COORDINATED SCHOOL HEALTH PROGRAMS, STATE EDUCATION AGENCIES

GLOSSARY
Please refer to the following definitions when answering the questions.
COLLABORATE - Two or more partners jointly plan and implement program activities with definable
roles and responsibilities for each partner.
COORDINATED SCHOOL HEALTH PROGRAM (CSHP) - A coordinated school health program is
a planned and organized set of courses, services, policies, and interventions designed to meet the health
and safety needs of K-12 students. Schools promote optimal physical, emotional, social, and educational
development of students by providing health education; physical education; health services; nutrition
services; counseling, psychological and social services; and a healthy and safe environment; and by
promoting parent/community involvement and staff wellness. A successful and well-coordinated school
health program is characterized by administrators, teachers, and school board members who view health
protection and promotion as an essential part of the school’s mission; a school health council comprised
of school, family, and community representatives to ensure a planning process for continuous
improvement; a school health coordinator responsible for organizing and managing the school health
program; and school staff who help plan and implement a full array of school health courses, services,
policies, and interventions.
CSHP STATE-WIDE COALITION - A confederation of organizations with similar goals that agree to work
together toward a common goal. People who serve on coalitions, whether professional or volunteer, have
obligations to the organization they represent as well as to the coalition.
CURRICULUM - An educational plan incorporating a structured, developmentally appropriate series of
intended learning outcomes and associated learning experiences for students; generally organized as a
related combination or series of school-based materials, content, and events.
DEVELOPMENT - The process of bringing into being, making active, available, or effective, CSHP-related
materials, plans, policies, or activities.
DISTRIBUTE - Putting materials in the hands of appropriate personnel. Distribution may occur in
response to requests for materials or through proactive sharing of information.
ENVIRONMENTAL APPROACHES - Those policies and programs that are intended to affect
physical surroundings and the psychosocial climate and culture of the school. Environmental approaches
include policies, programs, and services that reinforce school health education and physical education
curricula as well as contribute to health outcomes for students and staff.
EVALUATION PLAN - A written evaluation plan may include process evaluation, to determine if
activities were as planned and how well they were conducted, as well as outcome evaluation, to determine
the impact of an activity or program on program objectives.
EXTERNAL PARTNERS - Agencies, organizations, and groups outside your own agency with which
you collaborate or associate to further the goals of your CSHP project.
FISCAL YEAR (FY) - March 1, 2007 to February 29, 2008, the budget period for the cooperative
agreement.

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

FORMATIVE EVALUATION - Gathering information during the early stages of your project or
program, with a focus on finding out whether your efforts are unfolding as planned, uncovering any
obstacles or unexpected opportunities that may have emerged, and identifying adjustments and
corrections to your program.
FRAMEWORK - An outline or plan that presents both the content (e.g., important concepts, skills, and
generalizations) and the process for developing curricula, instruction, and assessment.
GUIDANCE - A set of strategies that apply frameworks to develop policies, curricula, instruction, and
assessment.
HEALTH EDUCATION - Includes planned sequential materials, instructions, and educational
experiences delivered in the classroom setting that provide students with opportunities to acquire the
knowledge and skills necessary for making health promoting decisions and achieving health literacy.
Quality health education is based on sound theories of development and behavior change or empirically
supportive practices that result in increased knowledge and positive behavior change.
HEALTHY EATING - Eating behaviors that promote health, growth, and intellectual development;
prevent immediate nutrition-related health problems; and reduce risks for long-term chronic diseases (e.g.,
coronary heart disease, cancer, and stroke). Healthy eating behaviors include a diet consistent with
recommendations from the Dietary Guidelines for Americans
http://www.healthierus.gov/dietaryguidelines/.
IMPLEMENTATION - To put into effect or accomplish plans, policies, or activities related to CSHP projects.
INDIVIDUALIZED TECHNICAL ASSISTANCE - Tailored assistance to meet site-specific needs
with collaborative communication between a specialist and the site. Assistance takes into account sitespecific circumstances and culture and can be provided through phone, mail, e-mail, Internet, or in-person
meetings.
LOGIC MODEL - A logic model is a pictorial diagram that shows the relationship between your
program components and activities and desired health outcomes. A logic model is a planning tool that
might describe your entire program or a particular program objective or initiative.
MATERIALS - Resources including written materials (e.g., curricula, training materials, and pamphlets);
audio visual materials (e.g., motion pictures and video tapes); pictorials (e.g., posters and similar
educational materials using photographs, slides, drawings, or paintings); and electronic resources (e.g.,
Web sites, PDF files, and PowerPoint files).
MEMORANDUM OF UNDERSTANDING (MOU) - An agreement between agencies specifying the process
or procedures for collaborative development of CSHP infrastructure. May also be called a Memorandum of
Agreement.
MODEL POLICY- Model policies provide a framework to assist school officials in developing their own state
or local policies. They are written as statements of best practice which can be adapted to fit local circumstances.
Model policies reflect state-of-the-art, scientifically reliable information on what constitutes effective school
health programs and the expert opinions of many reviewers. Included in model policies are excerpts or references
to actual national, state, and local policies; a purpose or goals; rationale; and definitions.
NUMBER OF DISTRICTS REACHED DIRECTLY - A district is reached directly when one or more
district level staff receives materials, training, or assistance from personnel funded by your CSHP project.

COORDINATED SCHOOL HEALTH PROGRAMS, STATE EDUCATION AGENCIES

Each district reached is counted only once as being reached for a particular topic regardless of the number
of district staff from that district are reached or the number of times district staff are reached.
NUMBER OF EXTERNAL PARTNERS REACHED DIRECTLY - An external partner is reached
directly when one or more external partner’s staff receives materials, training, or assistance from
personnel funded by your CSHP project. Each external partner reached is counted only once as being
reached for a particular topic regardless of the number of external partner staff from that external partner
are reached or the number of times external partner staff are reached.
NUMBER OF REGIONAL SUPPORT UNITS REACHED DIRECTLY - A regional support unit is
reached directly when one or more regional support unit staff receives materials, training, or assistance
from personnel funded by your CSHP project. Each regional support unit reached is counted only once
as being reached for a particular topic regardless of the number of regional support unit staff from that
regional support unit are reached or the number of times regional support unit staff are reached.
NUMBER OF SCHOOLS REACHED DIRECTLY - A school is reached directly when one or more
school staff receives materials, training, or assistance from personnel funded by your CSHP project. Each
school reached is counted only once as being reached for a particular topic regardless of the number of
school staff from that school are reached or the number of times school staff are reached.
NUTRITION - Relates to the foods and beverages people consume.
OUTCOME EVALUATION - Evaluation undertaken to determine if the changes ascribed to a program (e.g.,
changes in systems, collaborations, policies, or knowledge, attitudes, or behavior among administrators, teachers,
school staff, community members, or youth) are associated with program activities.
PARTNERSHIP PLAN - Jointly prepared plans between the state education agency and the state health agency
for coordinating administrative responsibilities, establishing reciprocal roles, and complementing school and
youth-related health programs across the two agencies.
PHYSICAL ACTIVITY - Any bodily movement produced by skeletal muscles which results in caloric
expenditure.
PHYSICAL ACTIVITY, NUTRITION, AND TOBACCO-USE PREVENTION (PANT) PROJECT
- Any activities or personnel that are funded in part or in whole, through DASH cooperative agreement
03004 funds for chronic disease prevention through CSHP with a focus on PANT. May include the work
of contract staff.
PHYSICAL EDUCATION - A planned and structured program of instruction and learning experiences
that enables students to develop the knowledge, attitudes, skills, behaviors, and confidence needed to be
physically active for life. Other health issues also may be included in physical education curricula, such
as nutrition, physical activity, and tobacco-use prevention.
PHYSICAL EDUCATION CURRICULUM ANALYSIS TOOL (PECAT) - A tool for analyzing
written physical education curricula to determine how closely they align with national standards for highquality physical education. The PECAT helps school districts conduct a clear, complete, and consistent
analysis of physical education curricula. PECAT results can help users enhance, develop, or select
appropriate and effective physical education curricula for the delivery of quality physical education,
which will improve the ability of schools to positively influence motor skills and physical activity
behaviors among school-age youth.
POLICY - Any mandate issued or policies adopted by school district boards of education, the state
school board, state legislature, or other district or state agencies that affects the environment in schools
throughout the state. These include policies developed by your state or those based on model policies
31

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

developed elsewhere. Sample model policies for PANT are available in Fit, Healthy, and Ready to Learn:
A School Health Policy Guide (March 2004), developed by the National Association of State Boards of
Education (NASBE). Sample policies can be viewed at NASBE’s website:
http://www.nasbe.org/healthyschools/fithealthy.mgi.
PRESENTATION - an informational and awareness raising activity taking at least 30 minutes and no
more than 3 hours that focuses on a set of specific public health, curricular, or coordinated school health
program topics. Presentations are tailored to specific audiences such as school administrators, faculty,
education or health professionals, adolescents, parents, legislators, or community groups.
PRE-SERVICE LEARNING – Pre-service learning provides pre-professionals serving youth (e.g.,
educators, nurses, counselors) with an understanding of the central concepts, tools of inquiry, and
structures of relevant disciplines.
PROCESS EVALUATION - Collecting and analyzing data to determine who, what, when, where, and
how much of program activities have been conducted. Process evaluation allows staff to assess how well
the program has been implemented.
PROFESSIONAL DEVELOPMENT - Those processes and activities designed to enhance the
professional knowledge, skills, and attitudes of educators and others who work with youth, so that they
might, in turn, improve the learning and health outcomes of children and adolescents. Professional
development is consciously designed to actively engage learners and includes the planning, design,
implementation, evaluation, and follow-up of professional development events (e.g., training, workshops,
conferences, web-based learning, and coaching/mentoring).
PROFESSIONAL DEVELOPMENT EVENT- A set of skill-building processes and activities designed
to assist targeted groups of participants in mastering specific learning objectives. Such events are
delivered in an adequate time span (at least 3 hours) and may include, but are not limited to, curriculum
and other training, workshops, conferences, and on-line or distance learning courses.
PROGRAM - A multi-faceted approach to decrease health risk behaviors that may include a combination
of strategies such as one-on-one interventions, policy and climate changes, advocacy, peer interventions,
mentoring programs, youth asset development, and outreach.
REGIONAL SUPPORT UNITS - A state-recognized agency or organization (e.g., universities, regional
education support agencies, regional offices of education, regional training centers, teacher centers,
county superintendent’s offices, etc.) that provides professional development, technical assistance, and
educational materials to school districts and schools within the state.
SCHOOL - A division of the public school system consisting of students in one or more grades or other
identifiable groups organized to give instruction of a defined type. One school may share a building with
another school or one school may be housed in several buildings. Each school usually has an
identification number assigned by the state department of education for tracking purposes. Public schools
include charter schools, magnet schools, vocational schools, and alternative schools.
SCHOOL DISTRICT - An education agency at the local level that exists primarily to operate public
schools or to contract for public school services. Synonyms include local basic administrative unit, local
education agency, SAU, parish, independent school districts, etc.
SCHOOL HEALTH COORDINATOR - The professional at the district or school level who is responsible for
the management and the coordination of all school health policies, activities, and resources.
SCHOOL HEALTH COUNCIL - A school health council (SHC) guides school programming and enables
collaborations between the school and the community to improve students' health and learning. Ideally, the

COORDINATED SCHOOL HEALTH PROGRAMS, STATE EDUCATION AGENCIES

council is comprised of representatives from each of the eight components of a coordinated school health
program, as well as parents, students, and other community representatives involved in the health and well-being
of students. SHCs establish goals for the school health program and specific priority health issues; facilitate health
programming and services in the school and between the school and community; and advocate for effective health
policies, programs, and services.
SCHOOL HEALTH INDEX - The School Health Index is a self-assessment and planning tool that
enables those who use it to identify the strengths and weaknesses of school health promotion policies and
programs; develop an action plan for improving student health; and involve teachers, parents, students,
and the community in improving school policies and programs.
SERVING PRIMARILY - Agencies whose main focus is on providing services tailored to a specific,
identifiable population (e.g., by race, gender, etc.) or increasing the ability of others to provide services to
that population.
SMART OBJECTIVES - Objectives are statements that describe program results to be achieved and
how they will be achieved. Specific objectives include who will be targeted and what will be
accomplished. Measurable objectives include how much change is expected, specifically enough that
achievement of the objective can be measured through counting or documenting change. Achievable
objectives can be realistically accomplished given your program’s existing resources and constraints.
Realistic objectives address the scope of the health problem and propose reasonable programmatic

steps. Time-phased objectives provide a timeline indicating when the objective will be met.
SPECIFICALLY FOCUSED ON - Programs or activities that are tailored to a particular, identifiable
population (e.g., by race, gender, etc.) or activities to increase the ability of others to provide such
services or activities.
STANDARDS - An established set of indicators that describe the knowledge and skills essential to the
development of student health literacy and provide the foundation for curriculum development,
instruction, and assessment of student performance. Many states use the National Health Education
Standards as the foundation for their own health education standards. Standards may be developed for
physical education as well as health education. An abbreviated version of the National Health Education
Standards developed by the Joint Committee on National Health Education Standards can be found at
http://www.aahperd.org/aahe/pdf_files/standards.pdf. Additionally, an abbreviated version of the
National Standards for Physical Education, Second Edition, can be found at
http://www.aahperd.org/aahe/pdf_files/standards.pdf.
STATE EDUCATION AGENCY (SEA) - The department of state or territorial government responsible for
public education policy, funding, monitoring, and training within that state or territory.
STATE HEALTH AGENCY (SHA) - The department of state or territorial government responsible for public
health policy, funding, monitoring, and training within that state or territory.
TOBACCO-USE PREVENTION - Interventions that prevent or delay the initiation of tobacco use or
reduce the prevalence of tobacco use, including tobacco-use cessation. Interventions may target
individuals or groups of youth, in terms of policy and/or environmental changes and may occur in schools
or in partnership with community organizations.
YOUTH DISPORPORTIONATLEY AFFECTED - In addition to certain ethnic groups that appear to be
disproportionately affected with chronic disease, youth who are at risk for chronic disease later in life include
those who are obese (overweight), who use tobacco, and/or have high blood pressure.

File Type	application/pdf
File Title	Microsoft Word - Attachment E-1 _CSHP - FY2007_.doc
Author	fhh6
File Modified	2008-02-15
File Created	2008-02-15