6- 8 Observation Scorecard—Pilot Year 12/12
Please fill out questions to the best of your knowledge in preparation for sharing with your School Wellness Council (SWC). This is a self assessment tool that can identify strengths/weaknesses in school wellness programs and initiatives. There is no passing grade and all scores are meant to build awareness for recommended potential actions for improving wellness in your school.
A. Physical Education
4. Our students are engaged in moderate to vigorous physical activity at least 50% of PE class time.
5. Our PE instructional strategies and other practices meet the needs and interests of all students, and are appropriately modified or adapted to promote the participation of all students, in particular students with chronic health conditions and/or special needs.
6. Our school conducts annual NYCFITNESSGRAM assessments and uses the results to make both instructional decisions and individualized physical fitness plans for students that include goal setting.
7. Our student/teacher ratio provides a safe environment for quality PE instruction.
8. Physical Education is not used or withheld as punishment for students in keeping with our school policies and practices.
B. Fitness and Physical Activity
Within overall educational goals, a school’s focus on health-related fitness empowers students not only to learn how they can take care of themselves, but also to understand why activity and healthy behaviors are critical for success in school and life. Offering a variety of programs before, during, and after the school day reinforces the importance of regular physical activity and helps students find activities they can learn to enjoy now and for a lifetime. Connecting students to the wide range of community resources and fitness opportunities in New York City can empower students to take ownership of their health and transfer lessons learned in physical education classes to their lives outside of school.
1. 1. Our school policies and practices support that physical activity is not used orwithheld as punishment for students.
C. Health Education
In NYC schools, School Food serves nearly 900,000 meals daily, adhering to new federal nutrition standards which limit sodium, fat, and cholesterol while promoting more fruits, vegetables, and fiber. Under the City’s School Wellness Policies, School Food staff ensures compliance with nutritional standards in both dining rooms and vending. However,SWC members can set school level practices and policies that ensure students have access to school meals and various available programs; schools’ food sales and fundraisers adhere to citywide policies; students are involved in nutrition and eating environment campaigns and initiatives for the dining room, classroom, school garden, and community; and teachers, nurses,and other related staff develop ways to tie instruction to what is served in the cafeteria, grown in the garden, or available in the neighborhood.
1. 9. Our school provides cooking programs as part of nutrition education and/or enrichment activities for students.
E. School Environment
School environment has a profound effect upon students’ academic achievement and social interactions with peers and adults, as well as attendance. School Wellness Councils can help create a positive school culture that promotes inter-personal and inter-group respect among students and between students and staff. To ensure that all students have a supportive and safe environment in which to grow and thrive academically and socially requires attention to each of the following components of school community: Social Environment, Physical Environment, and BehavioralEnvironment.
F. Staff Wellness/Community Involvement
NYC public schools are encouraged to develop, promote, and oversee a multifaceted plan to support staff health and wellness – one area in which School Wellness Councils are well suited. Schools can encourage healthy eating, physical activity, and real time opportunities to incorporate these lifestyle changes into the lifestyle of school staff and parents while also enlisting the expertise of community organizations and local leaders, fostering partnerships among schools, families, and neighborhoods. Parent Leaders, families, and community-based organizations (CBOs) can work in partnership to facilitate the creation of a healthy environment in which students can be both socially and academically successful.