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This action guide was designed for school administrators in kindergarten through 12th grade schools (K-12), including principals and leaders of school-based student support teams, to identify evidence-based strategies, approaches, and practices that can positively influence students' mental health. This action guide describes six in-school strategies that broadly promote and support mental health and well-being. The strategies in this guide are not intended to replace the individual behavioral and mental health treatment services that are critical to the children and young people who need them. For each strategy in this action guide, approaches or specific ways to use the strategy are provided, and a summary of evidence-based policies, programs, and practices that illustrate each approach is included. Tips to support successful and equitable implementation of strategies are described, with considerations for how to ensure all students are benefitting from mental health promotion and well-being efforts.

This Fiscal Year (FY) 2023 Supplemental Nutrition Assistance Program Education (SNAP-Ed) Plan Guidance provides instructions to SNAP-Ed State and implementing agencies for developing and submitting State nutrition education and obesity prevention grant program plans, commonly referred to as State SNAP-Ed Plans, and preparing and submitting the Annual Report. It describes Food and Nutrition Service (FNS) expectations regarding State SNAP-Ed requirements and includes examples of activities that can be used in SNAP-Ed programming. Some sections have been broadened to provide additional instructions and, in some sections, new information has been added to provide more clarity. The SNAP-Ed Plan Guidance implements provisions of the Food and Nutrition Act (FNA), Section 28, as amended by the Agriculture Improvement Act of 2018 (7 U.S.C. 2036a) and 7 CFR 272.2(d)(2). [This report replaces "FY 2022 Supplemental Nutrition Assistance Program Education Plan Guidance" (ED615513).]

The Tennessee Department of Education's office of coordinated school health (CSH) works with every school district in the state to address all aspects of student health, with a special emphasis on reducing Tennessee's childhood obesity rates. Encouraging adequate physical activity and providing physical education for all students are the central tenets of the CSH model. CSH oversees state physical education standards as set forth in Tennessee curriculum standards and the Tennessee Physical Activity Policy. This annual report provides data on: (1) Tennessee 2021-22 Physical Activity/Physical Education Data; and (2) Physical Activity and Physical Education in Tennessee -- Priority Health Behaviors. Recommendations for developing and implementing physical activity policies and practices for students are included. [For the 2020-21 report, see ED628445.]

Countries in East Asia and the Pacific were among the first globally to be affected by the COVID-19 pandemic. Through the first wave, however, the pandemic was kept mostly under control. During subsequent waves in 2021, virus variants, including the highly contagious Delta variant, elevated several countries in the region to hotspots for COVID-19, spurred by initial low vaccination rates. This document is intended for UNICEF country offices to support their role in providing technical assistance to government partners and civil society organizations, including childcare and early childhood service providers and administrators. This document provides guidelines for reopening of services for young children aged 2 years up until the official primary school entry, either 5 or 6 years, and their families. It includes a checklist to conduct rapid analysis of the service's conditions and designing plans for a safe reopening. It covers holistic nurturing care services that last for more than one hour a day, including childcares, nurseries, preschools, kindergartens, community-based modalities, flexible and/or alternative programs, and other ECD centres.

This Fiscal Year (FY) 2022 Supplemental Nutrition Assistance Program Education (SNAP-Ed) Plan Guidance provides instructions for developing and submitting State nutrition education and obesity prevention grant program plans, commonly referred to as State SNAP-Ed Plans. It describes Food and Nutrition Service (FNS) expectations regarding State SNAP-Ed requirements and includes examples of activities that can be used in SNAP-Ed programming. Some sections have been broadened to provide additional instructions and in some places, new information has been added. The SNAP-Ed Plan Guidance implements provisions of the FNA, Section 28, as amended by the Agriculture Improvement Act of 2018 (7 U.S.C. 2036a) and 7 CFR(d)(2). [This report replaces "FY 2021 Supplemental Nutrition Assistance Program Education Plan Guidance" (ED615514).]

The Tennessee Department of Education's office of coordinated school health (CSH) works with every school district in the state to address all aspects of student health, with a special emphasis on reducing Tennessee's childhood obesity rates. Encouraging adequate physical activity and providing physical education for all students are the central tenets of the CSH model. CSH oversees state physical education standards as set forth in Tennessee curriculum standards and the Tennessee Physical Activity Policy. This annual report provides data on: (1) Tennessee 2020-21 Physical Activity/Physical Education Data; and (2) Physical Activity and Physical Education in Tennessee -- Priority Health Behaviors. Recommendations for developing and implementing physical activity policies and practices for students are included. [For the 2019-20 report, see ED628444.]

President Biden is committed to seeking and providing the necessary resources to support the safe operation of institutions of higher education (IHEs) and addressing the ongoing impacts resulting from the COVID-19 pandemic on higher education students, adult education students, faculty, and staff. In Volume 3 of this Handbook, a series to support the safe reopening and operation of K-12 schools and IHEs, the Department of Education addresses several priority areas of interest to the higher education community with an eye towards both a response and a recovery that leaves the Nation's students and IHEs stronger than before the COVID-19 pandemic began. These priorities include: (1) Practices to aid IHEs in implementing the Centers for Disease Control and Prevention (CDC) "Guidance for Institutions of Higher Education (IHEs)" and resources by identifying common prevention strategies and providing examples of actions IHEs can take with Higher Education Emergency Relief Fund (HEERF) grant funding; (2) Institutional responses to ongoing challenges and potentially lasting impacts on underserved populations, including the transition to online learning and the provision of basic needs; (3) Ways in which IHEs have already been and can continue to be sources of support to their communities' ongoing response and recovery from the pandemic; and (4) A catalog of the resources and administrative flexibilities offered to IHEs as they address rapidly changing conditions and needs on the ground, including resources that support both students and IHEs under the American Rescue Plan (ARP). This document is intended to provide clarity to the public regarding existing requirements under the law or agency policies. [For "ED COVID-19 Handbook, Volume 1: Strategies for Safely Reopening Elementary and Secondary Schools. OPEPD-IO-21-01," see ED614453. For "ED COVID-19 Handbook, Volume 2: Roadmap to Reopening Safely and Meeting All Students' Needs. OPEPD-IO-21-02," see ED614454.]

Coronavirus Disease 2019 (COVID-19) has exacerbated existing inequities and inadequacies across a range of social structures, including our nation's education system. The pandemic has also had a more damaging impact on communities and people of color, including many who already faced health challenges. Congress has provided significant federal funding, including most recently through the historic American Rescue Plan Act of 2021 (ARP), to support the safe reopening of schools. Volume 2 of the handbook focuses on research-based strategies to address the social, emotional, mental-health, and academic impacts of the pandemic on students, educators, and staff, such as how to address any potential anxiety or depression some may face as a result of the COVID-19 pandemic and nearly a year of remote learning. Strategies in this volume can be supported by funding under the ARP. Each section provides strategies and considerations for meeting the needs of underserved students. The sections include: (1) providing school meals regardless of educational setting; (2) meeting the social, emotional, and mental-health needs of students; (3) providing all students with access to a safe and inclusive learning environment; (4) accelerating learning through in-classroom instructional approaches, tutoring, and expanded learning time; (5) supporting equitable access and effective use of technology for teaching and learning; (6) using data about students' opportunities to learn to help target resources and support; (7) addressing resource inequities; (8) stabilizing a diverse and qualified educator workforce; and (9) supporting educator and staff well-being. [For "ED COVID-19 Handbook, Volume 1: Strategies for Safely Reopening Elementary and Secondary Schools. OPEPD-IO-21-01," see ED614453.]

This is the first volume in the U.S. Department of Education (ED) COVID-19 Handbook, a series intended to support the education community as schools reopen. This series will provide tools to aid educators in implementing Centers for Disease Control and Prevention's (CDC's) Operational Strategy for K-12 Schools Through Phased Prevention (K-12 Operational Strategy) by addressing common challenges and providing practical examples. This volume provides applicable strategies to promote universal and correct use of masks in schools by utilizing signage and school announcements to remind students and staff how to use masks. This volume guides educators through working with students with disabilities who cannot wear a mask or safely wear a mask, consistent with CDC guidelines. It also details a variety of practical ways that educators and schools can practice physical distancing to mitigate the spread of COVID-19, including: (1) grouping students into a pod that stays together all day with their core teacher (and any aide or student teacher who is present), including for lunch and recess; (2) using cafeterias and auditoriums for classes; (3) staggering the use of communal spaces and reconfiguring bell schedules to minimize foot traffic; and (4) for transportation to school, seating one student per row and assigning each bus rider to a designated seat that is the same every day. A successful school reopening strategy requires engaging the entire school community to promote actions that will lead to a safe learning environment for all educators, staff, and students. This handbook lays out a roadmap for who should be at the table and suggests ways that school leaders and educators can conduct individual outreach activities and use surveys and virtual town halls to engage the community in an effort to reopen schools. [For "ED COVID-19 Handbook, Volume 2: Roadmap to Reopening Safely and Meeting All Students' Needs. OPEPD-IO-21-02," see ED614454.]

The COVID-19 pandemic is a public health emergency that has spread across Kentucky affecting all age groups. Scientific knowledge about this novel virus continues to evolve. The following guidelines are based upon what is known about mitigating risks of transmission across the Commonwealth to protect all populations. Protecting students and staff at educational facilities is necessary to reduce the spread in this environment and limit the community spread of COVID-19. These safety expectations were written with input from the Education Continuation Task Force as well as the Governor's Office, Department for Public Health, Kentucky Department of Education, the Cabinet of Education and Workforce Development and the Cabinet for Health and Family Services. Practices listed in this document are divided into safety expectations that must be implemented by schools as determined by the Kentucky Department for Public Health and the U.S. Centers for Disease Control and Prevention (CDC). Best practices are additional strategies that schools may choose to follow in order to optimize the safety of students and staff. The following safety expectations are fully explained in this guide: (1) social distancing; (2) cloth face coverings, school health policies, and personal protective equipment; (3) screening and school exclusion; (4) sanitation and environmental factors; and (5) contact tracing. Each of these sections include a detailed list of safety expectations and best practices followed by an at-a-glance overview for younger users. [This report was co-produced by Kentucky Public Health and the Kentucky Education & Workforce Development Cabinet. For a companion report, see ED611964.]

As school buildings plan to fully reopen according to decisions made in collaboration with local public health departments, education agency leaders and safety planning partners are implementing protocols for preventing or mitigating infectious disease transmission. Federal agencies have created a variety of resources and tools to help organizations, including schools and school districts, understand the mitigation strategies they can consider implementing to protect students, staff, faculty, and visitors from the COVID-19 pandemic. This Fact Sheet discusses a variety of considerations for education agencies as they explore the use of masks and PPE in the school setting, including understanding recommended types of PPE based on membership and the role different people within the school community play (e.g., school nurses may require full body coverings, administrators may opt to integrate plastic barriers in main offices, food service personnel may be required to wear face masks and gloves); purchasing issues with access and availability; proper usage and disposal of masks and PPE; and ensuring that the needs of those with access and functional needs are met when developing proper use protocols and trainings.

This Fiscal Year (FY) 2021 Supplemental Nutrition Assistance Program Education (SNAP-Ed) Plan Guidance provides instructions for developing and submitting State nutrition education and obesity prevention grant program plans, commonly referred to as State SNAP-Ed Plans. It describes Food and Nutrition Service (FNS) expectations regarding State SNAP-Ed requirements and includes examples of activities that can be used in SNAP-Ed programming. Some sections have been broadened to provide additional instructions and in some places, new information has been added. The SNAP-Ed Plan Guidance implements provisions of the FNA, Section 28, as amended by the Agriculture Improvement Act of 2018 (7 U.S.C. 2036a) and 7 CFR(d)(2). [This report replaces "FY 2020 Supplemental Nutrition Assistance Program Education Plan Guidance."]

The Tennessee Department of Education's office of coordinated school health (CSH) works with every school district in the state to address all aspects of student health, with a special emphasis on reducing Tennessee's childhood obesity rates. Encouraging adequate physical activity and providing physical education for all students are the central tenets of the CSH model. CSH oversees state physical education standards as set forth in Tennessee curriculum standards and the Tennessee Physical Activity Policy. This annual report provides data on: (1) Tennessee 2019-20 Physical Activity/Physical Education Data; and (2) Physical Activity and Physical Education in Tennessee -- Priority Health Behaviors. Recommendations for developing and implementing physical activity policies and practices for students are included. [For the 2018-19 report, see ED628415.]

The World Health Organization (WHO) has made the assessment that COVID-19 (coronavirus) can be characterised as a pandemic and the virus has now spread to many countries and territories. While a lot is still unknown about the virus that causes COVID-19, we do know that it is transmitted through direct contact with respiratory droplets of an infected person (generated through coughing and sneezing) Individuals can also be infected from touching surfaces contaminated with the virus and touching their face (e.g., eyes, nose, mouth). There is currently no evidence to support transmission of COVID-19 associated with food. The COVID-19 virus may survive on surfaces for several hours, but simple disinfectants can kill it. While COVID-19 continues to spread it is important that communities take action to prevent further transmission, reduce the impacts of the outbreak and support control measures. The protection of children and educational facilities is particularly important. Precautions are necessary to prevent the potential spread of COVID-19 in school settings; however, care must also be taken to avoid stigmatizing students and staff who may have been exposed to the virus. It is important to remember that COVID-19 does not differentiate between borders, ethnicities, disability status, age or gender. Education settings should continue to be welcoming, respectful, inclusive, and supportive environments to all. Measures taken by schools can prevent the entry and spread of COVID-19 by students and staff who may have been exposed to the virus, while minimizing disruption and protecting students and staff from discrimination. The purpose of this document is to provide clear and actionable guidance for safe operations through the prevention, early detection and control of COVID-19 in schools and other educational facilities. The guidance, while specific to countries that have already confirmed the transmission of COVID-19, is still relevant in all other contexts. Education can encourage students to become advocates for disease prevention and control at home, in school, and in their community by talking to others about how to prevent the spread of viruses. Maintaining safe school operations or reopening schools after a closure requires many considerations but, if done well, can promote public health. [This report was co-produced by the International Federation of Red Cross and Red Crescent Societies (IFRC).]

The Tennessee Department of Education's office of coordinated school health (CSH) works with every school district in the state to address all aspects of student health, with a special emphasis on reducing Tennessee's childhood obesity rates. Encouraging adequate physical activity and providing physical education for all students are the central tenets of the CSH model. CSH oversees state physical education standards as set forth in Tennessee curriculum standards and the Tennessee Physical Activity Policy. This annual report provides data on: (1) Tennessee 2018-19 Physical Activity/Physical Education Data; and (2) Physical Activity and Physical Education in Tennessee -- Priority Health Behaviors. Recommendations for developing and implementing physical activity policies and practices for students are included.

Children from low-income families are more likely than those from higher income families to have poor social, emotional, cognitive, behavioral, and health outcomes. One approach that has helped parents and their young children is home visiting, which provides information, resources, and support to expectant parents and families with young children. This brief summarizes evidence from existing studies on the impact of early childhood home visiting on children 5 and older for four national models of home visiting. The primary research questions include:(1) What are the effects of home visiting programs for families as children get older?; (2) How do the monetary benefits of home visiting compare with their costs?; and (3) How do the monetary benefits of home visiting compare with their costs?

This resource was developed to support Peace Corps Volunteers who are working with schools to improve water, sanitation, and hygiene (WASH) facilities and programming. It is intended to provide guidance, resources, and ideas to support comprehensive WASH programming that is focused on behavior change and sustainability. There is no "one-size fits all" model project for WASH in schools. Instead, this toolkit promotes comprehensive needs assessments that can support Volunteers in a holistic discussion with their school community about all the dimensions of WASH. In the end, a school that provides appropriate WASH facilities, education, and programs can have a positive impact on both the health and learning of students.

Too many students spend their days in buildings with unhealthy air, have limited opportunities for physical activity, and have inadequate access to fresh water, nutritious food or a school nurse. The Every Student Succeeds Act (ESSA) recognizes the need for schools to support the whole child and specifically acknowledges the importance of health and wellness in supporting learning and academic achievement. Under ESSA, states have more authority and flexibility in establishing their plans and strategies. Thus, as states begin to implement ESSA, it is critical they do so in a way that supports health and wellness. This guide is intended to support school health and wellness advocates who want to work with their state policymakers as they respond to the new requirements and opportunities in ESSA. It focuses on a few key sections of the law, where the potential impact on student health is the greatest, and provides recommendations and advice for how health and wellness priorities can be integrated into state plans.

This guide offers information that can help parents raise drug-free children. Parents may read it from front to back like a book, or pick a topic from the Table of Contents and go directly to that page. This guide includes: (1) An overview of substance use among young people, with a special focus on how it affects academic performance; (2) Descriptions of some substances young people use; (3) A look at risk factors that may make kids more vulnerable to trying and using alcohol, tobacco, or other drugs, and protective factors to offset those risks; (4) Suggestions for how to talk to children about alcohol, tobacco, and other drugs, regardless of their age; and (5) Tips on what to do if a parents suspects their child is using alcohol, tobacco, or other drugs. Section 6 of this guide lists places where parents can find more information about drug and alcohol abuse prevention. In Section 2, parents can learn about specific substances.

The School Health Policies and Practices Study (SHPPS) is a national survey periodically conducted to assess school health policies and practices at the state, district, school, and classroom levels. SHPPS 2016 assessed the characteristics of selected components of the Whole School, Whole Community, Whole Child model: (1) health education; (2) physical education and physical activity; (3) nutrition environment and services; (4) health services; (5) counseling, psychological, and social services; (6) social and emotional climate; (7) physical environment; and (8) employee wellness in a nationally representative sample of public school districts. This report presents the trends of SHPPS findings over the years 2000, 2006, 2012, and 2016.

This report provides an overview of the 2016 School Health Policies and Practices Study (SHPPS). SHPPS is a national survey periodically conducted to assess school health policies and practices at the state, district, school, and classroom levels. SHPPS 2016 assessed the characteristics of selected components of the Whole School, Whole Community, Whole Child model: (1) health education; (2) physical education and physical activity; (3) nutrition environment and services; (4) health services; (5) counseling, psychological, and social services; (6) social and emotional climate; (7) physical environment; and (8) employee wellness.

The guidebook is divided into seven parts. Part I provides an overview of the Enabling Component and places the concept in the context of current restructuring initiatives. Part II offers an overview of the process for introducing and adapting the Component at a site using a formal diffusion model. A diffusion model is a tool for organizational change; it addresses the question "How do we get from here to there?" It emphasizes phases, steps, processes, and problems related to major institutional change and recommends specific activity change facilitators must carry out. Parts III-V cover each stage and step of the process from orientation and creating readiness through start-up, maintenance, and evolution. Part VI explores several topics that warrant elaboration. Part VII contains a variety of resource aids developed to date.

The purpose of this guide is to inform practitioners about the current descriptions of health literacy and the relevance of this topic to adult education and family literacy practices. The adult education and family literacy educators play a key role in teaching and enhancing health literacy in the classroom.

Scientific discoveries repeatedly confirmed the importance of brain growth during the first 5 years of child life. To support early childhood development, California voters passed Proposition 10 in 1998 to collect a 50 cent per pack tax on cigarettes and other tobacco products. Kern County Children and Families Commission (First 5 Kern) was established by Proposition 10 to administer the Children and Families First Trust Fund in Kern County. Serving a county across a region as large as the state of New Jersey, First 5 Kern distributed the state annual funding of over $10 million to support 40 programs in early childcare and education. Following the results-based accountability model, this report summarizes innovative outcomes in four focus areas: Health and Wellness, Parent Education and Support Services, Early Childcare and Education, and Integration of Services. GIS [geographic information systems] mapping has been incorporated to describe the service delivery across the mountain, valley, and desert communities across a land of more than 8,000 square miles. Value-added assessments have been conducted to evaluate improvement of child development and parent education in the first three focus areas. The fourth focus area was examined through social network analyses to enhance the capacity of sustainable system care. The entire report not only provides clear, convincing, and sufficient evidences to justify the return on government funding, but demonstrates innovative approaches in articulating comprehensive evaluation efforts under a well-established CIPP [Context, Input, Process, and Product] model. Three appendices are included: (1) Program Classification Across State and Local Focus Areas; (2) Technical Advisory Committee; and (3) Program Index. (Contains 56 tables, 39 figures, 2 exhibits, and 8 footnotes.) [For "First 5 Kern Annual Report, Fiscal Year 2010-2011," see ED538687.]

The National Assembly on School-Based Health Care (NASBHC) surveys state public health and Medicaid offices every three years to assess state-level public policies and activities that promote the growth and sustainability of school-based health services. The FY2011 survey found 18 states (see map below) reporting investments explicitly dedicated to school-based health centers (SBHCs). State-directed funding in FY2011 totaled $89.6M for 875 SBHCs; state general funds (67%) represent the largest funding source. Since 1996, state investments in SBHCs have grown 122% percent--despite an austere state budgetary climate in the most previous years. Several states have experienced impressive gains in the past 10 years. States that direct funds to SBHCs hold programs accountable by setting and monitoring standards, requiring certification, and collecting performance data--the most frequent indicators being tied to obesity prevention, immunizations, and mental health. Of the 18 states that fund SBHCs, 10 have enacted meaningful Medicaid policies that assure reimbursement for care delivered to Medicaid enrollees in SBHCs, including primary care prior authorization waivers and mandated managed care organization contracts. (Contains 7 tables.)

During the last 3 decades, the prevalence of obesity has tripled among persons aged 6-19 years. Multiple chronic disease risk factors, such as high blood pressure, high cholesterol levels, and high blood glucose levels are related to obesity. Schools have a responsibility to help prevent obesity and promote physical activity and healthy eating through policies, practices, and supportive environments. This report describes school health guidelines for promoting healthy eating and physical activity, including coordination of school policies and practices; supportive environments; school nutrition services; physical education and physical activity programs; health education; health, mental health, and social services; family and community involvement; school employee wellness; and professional development for school staff members. These guidelines, developed in collaboration with specialists from universities and from national, federal, state, local, and voluntary agencies and organizations, are based on an in-depth review of research, theory, and best practices in healthy eating and physical activity promotion in school health, public health, and education. Because every guideline might not be appropriate or feasible for every school to implement, individual schools should determine which guidelines have the highest priority based on the needs of the school and available resources. Appended are: (1) Summary of "School Health Guidelines to Promote Healthy Eating and Physical Activity"; and (2) "Healthy People 2020" Objectives for Healthy Eating and Physical Activity Among Children and Adolescents. (Contains 9 boxes.) [For "School Health Guidelines to Promote Healthy Eating and Physical Activity: Executive Summary," see ED524257.]

Schools play a critical role in improving the dietary and physical activity behaviors of students. Schools can create an environment supportive of students' efforts to eat healthily and be active by implementing policies and practices that support healthy eating and regular physical activity and by providing opportunities for students to learn about and practice these behaviors. The Centers for Disease Control and Prevention (CDC) synthesized research and best practices related to promoting healthy eating and physical activity in schools, culminating in nine guidelines. These guidelines were informed by the "Dietary Guidelines for Americans", the "Physical Activity Guidelines for Americans," and the "Healthy People 2020" objectives related to healthy eating and physical activity among children and adolescents, including associated school objectives. The guidelines serve as the foundation for developing, implementing, and evaluating school-based healthy eating and physical activity policies and practices for students. Each of the nine guidelines is accompanied by a set of implementation strategies developed to help schools work toward achieving each guideline. Although the ultimate goal is to implement all nine guidelines included in this document, not every strategy will be appropriate for every school, and some schools, due to resource limitations, might need to implement the guidelines incrementally. [For the full report, "School Health Guidelines to Promote Healthy Eating and Physical Activity. Morbidity and Mortality Weekly Report. Recommendations and Reports. Volume 60, Number 5," see ED524258.]

This guide is part of the Count Us In online resource that gives the professional view of Her Majesty's Inspectorate of Education (HMIE) on the strengths and best practice in implementing inclusion and equality across education in Scotland, and sets out what needs to be done now to improve. It is designed to be used by all who work with children, young people and adult learners to assist them in reflecting on their current practice and in improving that practice to meet the needs and aspirations of all in Scottish society. The aim of this guide is to share the current good practice that is happening in pre-school centres, schools and colleges in promoting and supporting children and young people's mental and emotional wellbeing. It is hoped that it will stimulate professional reflection and dialogue that will help improve further practices in this important aspect of every establishment's life and work. Appended are: (1) Suggested reading; (2) The National Practice Model. (Contains 19 footnotes.)

The Advisory Committee on Immunization Practices (ACIP) annually publishes an immunization schedule for persons aged 0 through 18 years that summarizes recommendations for currently licensed vaccines for children aged 18 years and younger and includes recommendations in effect as of December 15, 2009. The changes to the previous schedule are presented in this guide. The National Childhood Vaccine Injury Act requires that health-care providers provide parents or patients with copies of Vaccine Information Statements before administering each dose of the vaccines listed in the schedules. (Contains 2 figures and 1 table.)

The National Assembly on School-Based Health Care's (NASBHC) 2007-2008 Census is the 11th request for data from school-based health centers (SBHCs) since 1986. The Census: (1) provides a better understanding of the role of SBHCs in meeting the needs of underserved children and adolescents; (2) collects relevant trend data on demographics, staffing, operations, prevention activities, clinical services, and policies; and (3) creates a national database of programs. Data for the 2007-2008 Census were collected from October 2008 through October 2009. The 2007-2008 Census identified 1,909 clinics and programs connected with schools nationwide, including: (1) School-based programs: Partnerships between schools and community health organizations that deliver health care to students within a fixed site on a school campus; (2) Mobile programs: Programs without a fixed site that rotate a health care team through a number of schools; and (3) School-linked programs: Health care programs that are formally or informally linked with schools to coordinate and promote health care for students on campus; clinical services are not provided on the school site. These programs (n=86) were not included in this report. Sixty-four percent (n=1226) of known programs responded to the survey. Efforts were made to confirm that health centers that did not complete a survey were open during the 2007-08 school year. With a few exceptions, the analysis in this report includes programs that provide, at a minimum, primary care services (n=1096). However, all programs (n=1226)--including those that do not provide primary care services--are included in the mental health and health promotion/prevention sections of this report. [Additional funding for this paper was provided by the Office of Special Populations.]

The mission of the Cornell StatsRRTC is to bridge the divide between the sources of disability data and the users of disability statistics. One product of this effort is a set of "User Guides" to national survey data that collect information on the disability population. The purpose of each of the "User Guides" is to provide disability data users with: (1) An easily-accessible guide to the disability information available in the nationally-representative survey; (2) A set of estimates on persons with disabilities from the survey, including estimates on the size of the population, the prevalence rate, the employment rate and measures of economic well-being; (3) A description of the unique features of the survey; (4) A set of estimates that highlight the unique features of the survey; and (5) A description of how estimates from the survey compare to other national surveys that are used to describe the population with disabilities. This "User Guide" contains information on the Behavioral Risk Factors Surveillance System (BRFSS). The BRFSS is a state-based system of health surveys that collects information on health risk behaviors, preventive health practices, and health care access primarily related to chronic disease and injury. The survey is conducted by the state health departments with technical and methodological assistance provided by the U.S. Centers for Disease Control and Prevention (CDC). The BRFSS is an annual cross-sectional telephone-based survey that provides national, state, and limited county-level data. It is designed to allow the CDC, state health departments, and other health and education agencies to monitor risk behaviors related to chronic diseases, injuries and death, identify emerging health problems, establish and track health objectives, and develop and evaluate public health policies and programs. The core survey includes two questions that are used to identify the population with disabilities with other optional modules that target disability-related issues. There are many features of the BRFSS that are useful to disability policymakers, disability service providers, and the disability advocacy community. First, the guide demonstrates that the BRFSS contains a unique combination of data on disability, demographic characteristics, health issues, behaviors and health care. Second, the sample size and the design of the BRFSS allows users to examine a variety of annual disability statistics at the national, state, as well as a limited number of metropolitan and micropolitan statistical areas (MMSA) and counties. Third, the BRFSS contains some questions regarding the diagnosis of specific conditions potentially related to disability including arthritis, asthma, cardiovascular disease and prostate cancer. Fourth, individual state health departments can decide to include optional BRFSS modules to include in their survey, many of which are relevant disability issues including the following: number of "healthy days," asthma, visual impairments, diabetes, anxiety, depression and mental health. Appended are: (1) Analytical Issues; (2) Estimated Standard Errors; and (3) 2006 Sample Size for Each State by Disability Type, Ages 25 to 61. (Contains 30 tables, 1 figure and 5 footnotes.)

Studies show that childhood obesity has reached epidemic proportions in the United States. Today, more than 23 million American children--or nearly one in every three--are overweight or obese. If childhood obesity is left unaddressed, a generation of individuals could face health, social, and economic challenges that promise to stress government at all levels. With comprehensive and coordinated initiatives, governors are uniquely positioned to prevent childhood obesity by harnessing the power of the executive office and the collective efforts of multiple stakeholders throughout the state. The National Governors Association (NGA) Center for Best Practices convened the "Shaping a Healthier Generation Advisory Council" in response to the need for innovative and actionable childhood obesity prevention strategies for governors to implement in their states. This report, based on the Council's work, aims to offer direction to governors and other policymakers who want to craft children's health policies that prevent obesity and advance the well-being of families. (Contains 6 tables, 3 figures, and 194 notes.)

This Technical Report includes detailed information on the reasons for the strategies presented in the Centers for Disease Control (CDC) "Guidance for School (K-12) Responses to Influenza During the 2009-2010 School Year" and suggestions on how to use them. The guidance is designed to decrease exposure to regular seasonal flu and 2009 H1N1 flu while limiting the disruption of day-to-day activities and the vital learning that goes on in schools. CDC will continue to monitor the situation and update the current guidance as more information is obtained on 2009 H1N1. To decrease exposure of students and school staff to the influenza virus, CDC recommends a combination of targeted, layered strategies applied early and simultaneously based on trends in the severity of the disease, characteristics of the virus, expected impact, feasibility, and acceptability. These issues should be determined through collaborative decision-making involving education and public health agencies, parents, and the community. Every state and community has to balance a variety of objectives to determine their best course of action to help decrease the spread of influenza. Decision-makers should explicitly identify and communicate their objectives which might be one or more of the following: (1) protecting overall public health by reducing community transmission; (2) reducing transmission in students and school staff; and (3) protecting people with high-risk conditions. Some strategies can have negative consequences in addition to their potential benefits. In the particular case of school dismissals, decision-makers also must consider and balance additional factors: (1) how to ensure students continue to learn; (2) how to provide an emotionally and physically safe place for students; and (3) how to reduce demands on local health care services. Questions are presented to help begin discussions and lead to decisions at the state and local levels. [For "CDC Guidance for State and Local Public Health Officials and School Administrators for School (K-12) Responses to Influenza during the 2009-2010 School Year", see ED506279.]

This document provides guidance to help decrease the spread of flu among students and school staff during the 2009-2010 school year. This document expands upon earlier school guidance documents by providing a menu of tools that school and health officials can choose from based on conditions in their area. It recommends actions to take this school year and suggests strategies to use if the Centers for Disease Control (CDC) finds that the flu starts causing more severe disease. The guidance also provides a checklist for making decisions at the local level. Detailed information on the reasons for these strategies and suggestions on how to use them is included in the "Technical Report." Based on the severity of 2009 H1N1 flu-related illness thus far, this guidance also recommends that students and staff with influenza-like illness remain home until 24 hours after resolution of fever without the use of fever-reducing medications. For the purpose of this guidance, "schools" will refer to both public and private institutions providing grades K-12 education to children and adolescents in group settings. The guidance applies to such schools in their entirety, even if they provide services for younger or older students. Guidance for child care settings and institutions of higher education will be addressed in separate documents. [For "Technical Report for State and Local Public Health Officials and School Administrators on CDC Guidance for School (K-12) Responses to Influenza during the 2009-2010 School Year", see ED506278.]

As the Centers for Disease Control (CDC) releases its "Guidance for School Responses to Influenza During the 2009-2010 School Year," the U.S. Department of Education reminds states, districts, schools, students, staff, families, and communities about the importance of ensuring the continuity of learning in the event of student or school dismissals. The purpose of this document is to provide recommendations to help schools maintain the continuity of learning for: (1) individual or small groups of students who are out-of-school for extended periods; and (2) large groups of students disrupted by school dismissals or large numbers of faculty absences. It offers key questions for states, districts, school leaders, teachers, parents, and students, and provides resource opportunities and best practices. Four guiding questions are presented to help districts and schools develop learning continuity strategies and action plans: (1) How will affected parties communicate during individual or prolonged absences or during school-wide dismissals? (2) How will students understand and access available academic resources and other supports from home? (3) What equipment and other resources are available or need to be acquired to enable school and district learning continuity plans? and (4) What additional training or experience is required to prepare all parties to respond appropriately when needed? A decision table is appended that includes detailed questions that will lead schools, districts, and states to inventory instructional content and available technology; evaluate educator, student, and parent readiness to participate successfully in distance learning; and evaluate state and district operating plans to support various distance learning options. (Contains 2 footnotes.) [For "Guidance for School Responses to Influenza During the 2009-2010 School Year, " see ED506279.]

While data sources exist to measure and monitor the health of children in the United States, few take into account the many contexts in which children grow and develop, including their family and community environments. The National Survey of Children's Health (NSCH), conducted in 2007, addresses multiple aspects of children's health and well-being--including physical and mental health, health care, and social well-being--as well as aspects of the family and the neighborhood that can affect children's health, on both the national and State levels. The survey was supported and developed by the Health Resources and Services Administration's Maternal and Child Health Bureau and conducted by the Centers for Disease Control and Prevention's National Center for Health Statistics. This represents the second round of the NSCH, which was conducted for the first time in 2003. While many of the indicators reported here were reported in the 2003 survey, some of the survey questions have been revised to improve the quality of the data obtained. Those changes, however, may influence parents' responses. Therefore, this report notes where current findings cannot be compared with those reported in 2003. This chartbook presents indicators of the health and well-being of children, as well as the factors in the family environment and aspects of the neighborhood that may support or threaten families and children. These indicators present basic information on the health status and risk and protective factors experienced by children on the national level, and show the subpopulations who are at particular risk in each area. Children's use of preventive health care services was compared to the standards presented in the Bright Futures guidelines for children's health care. This is followed by analyses of key indicators on the State level for each of the 50 States and the District of Columbia. The Technical Appendix at the end of this book presents information about the survey methodology and sample in summary form. [For related reports, see "Children with Special Health Care Needs in Context: A Portrait of States and the Nation 2007. The National Survey of Children's Health 2007" (ED530916); "The Health and Well-Being of Children in Rural Areas: A Portrait of the Nation 2007. The National Survey of Children's Health" (ED530919); and "The Mental and Emotional Well-Being of Children: A Portrait of States and the Nation 2007. The National Survey of Children's Health" (ED530917).]

Taking care of someone with a developmental disability requires patience and skill. As a caregiver, you know this as well as anyone does. You also know how challenging it is to help that person with dental care. It takes planning, time, and the ability to manage physical, mental, and behavioral problems. Dental care isn't always easy, but you can make it work for you and the person you help. This booklet, produced by the National Institute of Dental and Craniofacial Research, will show you how to help someone brush, floss, and have a healthy mouth.

America has a serious weight problem. Two-thirds of adults and nearly one-fifth of children in the United States are overweight, placing them at greater risk for heart disease, diabetes, and other chronic diseases including cancer and arthritis. Furthermore, obesity and its related health problems are placing a major strain on the U.S. health care system. Thus, this manual describes 24 recommended strategies by the Centers for Disease Control and Prevention (CDC) to encourage and support healthy eating and active living. In addition, a single measure is provided for each strategy to help communities track their progress over time. The 24 strategies and measures are divided into 6 categories that represent different aspects of the physical and food environments. Three appendices are included: (1) Project Work Groups; (2) Terms Used in This Manual; and (3) Useful Contacts for Data Collection. (Contains 77 resources.)

New Jersey After 3 (NJ After 3) is a private, nonprofit organization whose mission is to expand and improve afterschool opportunities for New Jersey's youth. Using both public and private resources, it supports a network of youth-service providers that deliver afterschool services based on NJ After 3's program model. Under an agreement with NJ After 3, Policy Studies Associates, Inc., has conducted a longitudinal evaluation of the initiative's operations and outcomes. The evaluation has assessed the extent to which NJ After 3 has expanded the availability of afterschool services, facilitated the delivery of high-quality program content, produced positive outcomes for youth, and created sustainable systems for funding and program quality. Evaluators collected data over three program years, beginning in 2005-06, which was the second year of NJ After 3 service delivery. Throughout this report, the authors present certain data collected in the evaluation's third year (program year 2007-08) and first year (program year 2005-06) in tables and graphs in order to illustrate important program changes, developments, and outcomes. In some instances, the changes are statistically significant. All statistically significant changes are highlighted within the exhibits, and they are also noted in the text of the report. In addition to highlighting changes between these years, the report describes factors and conditions that facilitated or impeded program effectiveness, and it recommends strategies that can improve program implementation and outcomes in the future. This report is organized in six main sections. The first section describes the evaluation design and processes. Section 2 describes program participants, the frequency with which they attended NJ After 3, and their year-to-year retention rates. This section also examines challenges associated with recruiting and retaining youth at targeted grade levels. Section 3 describes the non-academic (i.e., social, emotional, behavioral, and attitudinal) and academic outcomes of program participants. Section 4 describes the activities that are offered by NJ After 3. Section 5 highlights important program accomplishments and examines the challenges that impede program implementation and program quality. Section 6 outlines recommendations for increasing sustainability and securing the resources necessary to increase program reach and ensure program quality. Appended are: (1) Details of Data Used in Analyses of Participant Experiences; (2) Details of Data Used in Analyses of Participant Academic Engagement and Skills; and (3) Details of Data used in Program Observation Analyses. (Contains 4 footnotes and 36 exhibits.) [This report was prepared for New Jersey After 3.]

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). Doorways II was designed for community counselors to prevent and respond to violence in schools. It includes this training manual and "Doorways II: Community Counselor Reference Materials on School-Related Gender-Based Violence Prevention and Response," which contains content information and materials for participants to use throughout the program. A glossary and a bibliography are included. Two appendices are included: (1) School-Related Gender-Based Violence: Definition and Types; and (2) Doorways Training Program Evaluation. (Contains 19 footnotes.) [This manual is part of the Doorways program that comprises: "Doorways I: Student Training Manual on School-Related Gender-Based Violence Prevention and Response" (ED507886); "Doorways II: Community Counselor Reference Materials on School-Related Gender-Based Violence Prevention and Response" (ED507889); Doorways III: Teacher Reference Materials on School-Related Gender-Based Violence Prevention and Response (ED507890); and Doorways III: Teacher Training Manual on School-Related Gender-Based Violence Prevention and Response (ED507888).]

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). "Doorways I: Student Training Manual on School-Related Gender-Based Violence Prevention and Response" was designed for students to improve their resiliency and self-efficacy and to help them prevent and respond to SRGBV. A glossary is included. Two appendices are included: (1) School-Related Gender-Based Violence: Definition and Types; and (2) Sample Letter to Parents. (Contains 34 footnotes.) [This manual is part of the Doorways program that comprises: "Doorways II: Community Counselor Reference Materials on School-Related Gender-Based Violence Prevention and Response" (ED507889); "Doorways II: Community Counselor Training Manual on School-Related Gender-Based Violence Prevention and Response" (ED507887); "Doorways III: Teacher Reference Materials on School-Related Gender-Based Violence Prevention and Response" (ED507890); and "Doorways III: Teacher Training Manual on School-Related Gender-Based Violence Prevention and Response" (ED507888).]

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). This booklet, "Doorways III: Teacher Reference Materials on School-Related Gender-Based Violence Prevention and Response," was designed for participants attending the Doorways III training program. It is to be used during the training for session activities. The booklet is also a resource teachers can refer to once they have returned to their classrooms to help them put into practice the new information and skills gained from the Doorways training program. A section titled School-Related Gender-Based Violence: Definition and Types is appended. A glossary and bibliography are included. (Contains 13 footnotes.) [This manual is part of the Doorways program that comprises: "Doorways I: Student Training Manual on School-Related Gender-Based Violence Prevention and Response" (ED507886); "Doorways II: Community Counselor Reference Materials. On School-Related Gender-Based Violence Prevention and Response" (ED507889); and "Doorways II: Community Counselor Training Manual on School-Related Gender-Based Violence Prevention and Response" (ED507887). For "Doorways III: Teacher Training Manual," see ED507888.]

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). Teachers can play a central role in violence prevention, and they can also help promote nonviolence with families and communities. "Doorways III: Teacher Training Manual on School-Related Gender-Based Violence Prevention and Response" was designed to train teachers to help prevent and respond to SRGBV by reinforcing teaching practices and attitudes that promote a safe learning environment for all students. Doorways III includes this training manual and "Doorways III: Teacher Reference Materials on School-Related Gender-Based Violence Prevention and Response," which contains content information and materials for participants to use throughout the program. Appendices include: (1) School-Related Gender-Based Violence: Definition and Types; (2) Doorways Training Program Evaluation; and (3) Post-Training Assessment and Answer Key. A glossary and bibliography are included. (Contains 29 footnotes.) [This manual is part of the Doorways program that comprises: (1) "Doorways I: Student Training Manual on School-Related Gender-Based Violence Prevention and Response" (ED507886); (2) "Doorways II: Community Counselor Reference Materials on School-Related Gender-Based Violence Prevention and Response" (ED507889); (3) "Doorways II: Community Counselor Training Manual on School-Related Gender-Based Violence Prevention and Response" (ED507887); and "Doorways III: Teacher Reference Materials on School-Related Gender-Based Violence Prevention and Response" ED507890.]

This publication contains Arizona public schools' academic standards for grade 2. The contents of this document include the following: (1) The Arts Standard 2006--Grade 2; (2) Comprehensive Health Education/Physical Activity Standards 1997--Foundations (Grades 1-3); (3) Foreign and Native Language Standards 1997--Foundations (Grades 1-3); (4) Reading Standard Articulated by Grade Level 2003--Grade 2; (5) Writing Standard Articulated by Grade Level 2004--Grade 2; (6) Language Arts Standards 1996--Foundations (Grades 1-3), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7)Mathematics Standard Articulated by Grade Level 2008--Grade 2; (8) Science Standard Articulated by Grade Level 2004--Grade 2; (9) Social Studies Standard Articulated by Grade Level 2006--Grade 2; (10) Technology Standards 2000--Foundations (Grades 1-3); and (11) Workplace Skills Standards 1997--Foundations (Grades 1-3).

"KidsCount in Colorado!" is an annual publication of the Colorado Children's Campaign, which provides the best available state- and county-level data to measure and track the education, health and general well-being of the state's children. KidsCount in Colorado! informs policy debates and community discussions, serving as a valuable resource for policymakers, community leaders, advocates and citizens. Last year, the "KidsCount in Colorado!" data revealed a troubling trend significantly impacting the children--the increase in kids living in poverty. This year's data shows that trend is continuing and, in fact, increasing. The number of children living in poverty has increased 85 percent since 2000, with more than 192,000 children living in poverty in 2007, compared to 104,000 in 2000. And the youngest children are the most likely to be living in extreme poverty. Maintaining the well-being of Colorado's children is increasingly difficult in a tough economy, when many parents have lost jobs and income. By many different measures, poverty is the largest obstacle to opportunity for Colorado's youngest citizens. Kids growing up in poverty struggle with low educational achievement, health problems, emotional and behavioral difficulties and other challenges that decrease their chances of lifelong success. Quality child care and educational programs can help mitigate the negative effects of poverty, and this is the theme of this year's "KidsCount in Colorado!" report. Children who have access to quality pre-K programs have a better chance at overcoming the obstacles related to poverty and becoming financially and otherwise self-sufficient as adults compared to poor children who don't have access to quality care. With the devastating impacts of and dramatic rise in poverty on children and the state, it has never been more important that one considers the impacts these early childhood services can make on both children and the state. (Contains 32 figures, 2 tables, and 68 footnotes.) [Additional funding was provided by the Gay & Lesbian Fund for Colorado. For the "2008 KidsCount in Colorado!," see ED538948.]

The issue of HIV and AIDS is a serious global issue that affects girls and boys, women and men, from all communities. Girls and women are particularly vulnerable to contracting HIV which can develop into AIDS. This guide for mentoring contains important information about HIV and AIDS related to young women and girls. The guide also provides ideas for talking about HIV and AIDS with the girls you are mentoring, and ideas for sharing the right information through activities and discussion questions. (Contains 35 footnotes.)

The Media-Smart Youth: Eat, Think, and Be Active! program is an engaging curriculum that helps young people understand the complex media world around them so they can make thoughtful decisions about issues important to their health, specifically nutrition and physical activity. This training guide was developed in response to the requests of Media-Smart Youth pilot sites and first-wave users for a resource to help teach others in their communities how to implement the program. This training is ideal for after-school program providers and organizations that wish to emphasize the importance of the effects that media have on the health of young people in terms of nutrition and physical activity. Program coordinators who wish to distribute the program to the providers/leaders with direct contact to the youth in their programs can also benefit from this training.

Adolescent immunization saves lives--but promoting immunization takes time and thought, and today's nurses and other health advocates are faced with a host of ever-expanding responsibilities in a time of reduced budgets and staff. This toolkit is thus structured as an easy and reliable resource. This 2nd edition contains: (1) a 64-page manual; (2) current information on adolescent immunizations; (3) tips on incorporating immunization messages into the work of school health advocates; (4) a CD containing many of the handouts described in the manual; (5) 3 colorful posters to promote awareness; (6) a DVD featuring a parent-friendly video titled "Vaccines: Separating Fact from Fear" and a youth-friendly video titled "The Case of the Missing Shots;" and (7) CEU self-study questions that nurses and certified health education specialists (CHES) may complete and submit for credit. Sections in the 64-page manual include: Why Immunize Teens; Collaborating with Key Healthcare Providers; Partnering with Other Youth Organizations; Educating and Motivating Teens and Parents; Month-by-Month Strategies; Tools for the Classroom; Striving for Compliance; Vaccinating at the School Site; Media Attention; and Primer: Diseases and Vaccines for Adolescents and Resources.

The Centers for Disease Control and Prevention (CDC) reviews scientific evidence to determine which school-based policies and practices are most likely to improve key health behaviors among young people, including physical activity and healthy eating. In this document, the CDC identifies ten strategies to help schools prevent obesity by promoting physical activity and healthy eating. The strategies cover building a strong and healthy foundation and taking action in school. User-friendly tools and resources (including URLs for accessing them online) are provided throughout to help schools implement the strategies.

More than 53 million children and 6 million adults in the United States spend their days in elementary and secondary schools. Reducing environmental risks inside these buildings is critical to maintaining the public health. Almost all of New England's children will spend a large portion of their childhood in school. To help children stay healthy, parents and teachers must reduce their exposure to environmental hazards in school environments. When students and their teachers are healthy and comfortable, children learn and produce more in the classroom, which in turn improves performance and achievement later in life. This brochure can help school employees and parents recognize potential environmental health issues at schools, both indoors and outdoors. It includes basic information about a broad range of topics, and links to web sites that offer more information and guidance on how to have a healthier school environment and comply with relevant laws. EPA's Healthy School Environments web site provides access to programs that help prevent and resolve environmental issues in schools.