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Perris Union HSD |  AR  5030  Students

Student Wellness   

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To define and outline a comprehensive District Wellness program designed to promote the health and well being of students and to promote a lifelong healthy lifestyle with a focus on Health, Physical Education and Nutrition. The Governing Board recognizes the relationship between students' nutrition/health status and their ability to learn.

Definitions District Wellness

Comprehensive School Health Program - School affiliated strategies, activities, and services designed to promote the optimal physical, emotional, social, and educational development of students. A state of complete physical, mental, and social well-being, not merely the absence of disease and infirmity.

The Comprehensive District Wellness Program shall incorporate the following seven components within a single framework:

1. A school environment that is safe, that is physically, socially and psychologically healthful and which promotes health-enhancing behaviors;

(cf. 5137 - Positive School Climate)

2. A sequential health education curriculum designed to motivate and help students maintain and improve their health, prevent disease, and avoid health-related risk behaviors; taught by highly qualified and supported teachers;

(cf. 6142.8 - Comprehensive Health Education)

3. A sequential physical education curriculum which involves moderate to vigorous physical activity; that teaches knowledge, motor skills, and positive attitudes, promotes activities and sports that all students enjoy and can pursue throughout their lives, that is taught by highly qualified and supported staff, and that is coordinated with the comprehensive health education curriculum;

(cf. 6142.7 - Physical Education)

4. A child nutrition program that employs qualified staffs who efficiently serve appealing choices for nutritional foods. A sequential program of nutrition instruction will be integrated within the comprehensive school health education curriculum and coordinated with the child nutrition program. The school environment will encourage students to make healthy food choices;

5. A school health services program that is designed to ensure access or referral to primary health care services, foster appropriate use of health care services, prevent and control communicable disease and other health problems, provided by highly qualified and supported health professionals;

(cf. 5141.6 - Student Health and Social Services)

6. A psychological services and social services program that is designed to ensure access or referral to assessments, interventions, and other services for students. Mental, emotional, and social health services are provided by highly qualified and supported professionals;

7. Integrated family and community involvement activities that are designed to engage families as active participants in their student's education support the ability of families to support students' school achievement, and encourage collaboration with community resources and services to respond more effectively to the health-related cultural needs of students.

(cf. 6171 - Title I Programs)

Quality and Effective Health Education - helps students develop health literacy as defined in the Health Framework for California Public Schools Kindergarten through Grade 12.

Health Literacy - The capacity of an individual to obtain, interpret, and understand basic health information and services and the competence to use such information and services in ways that are health-enhancing. The purpose of school-based health education is to develop health literate individuals. The four unifying ideas of health literacy are:

1. Acceptance of personal responsibility for lifelong health. Health-literate individuals acknowledge that they have some control over their health, incorporate health-related knowledge into everyday behavior, and make a lifelong commitment to healthy living.

2. Respect for and promotion of the health of others. Health-literate individuals understand and acknowledge the effects of personal behavior on the health and well-being of others. In addition, they understand the influence that people have on the environment and the way in which elements within the environment affect the health of groups and individuals. They translate this understanding into concern for the health of others in the family, school, peer group, and community.

3. An understanding of the process of growth and development. Health-literate individuals understand and acknowledge the aspects of physical, mental, emotional, and social growth and development common to all people as well as those aspects that are unique to individuals. They respect the dignity of all individuals and recognize that people continue to develop throughout their lives.

4. Informed use of health-related information, products, and services. Health-literate individuals select and use available health-related information, products, and services carefully and wisely. Being health literate involves the ability to think critically about health-related information and be a selective consumer of health-related services and products.

Health education includes the development, delivery, and evaluation of a planned, sequential curriculum for students in kindergarten through grade twelve and for parents and school staff and is designed to influence positively people's knowledge, attitudes, skills, and behaviors related to health. Health education addresses the four unifying ideas of health literacy and the following nine content areas: personal health; consumer and community health; injury prevention and safety; alcohol, tobacco, and other drugs; nutrition; environmental health; family living; individual growth and development; and communicable and chronic diseases.

Health Framework for California Public Schools Kindergarten Through Grade Twelve (2003) includes Expectations and Content, by Grade Level: Middle School, High School and Scope and Sequence of Health Instruction.

The expectations by Unifying Idea are as follows (they are specified in developmentally-appropriate format for middle school and high school in the Health Framework):

1. Acceptance of personal responsibility for lifelong health


a. Students will demonstrate ways in which they can enhance and maintain their health and well-being.

b. Students will understand and demonstrate behaviors that prevent disease and speed recovery from illness.

c. Students will practice behaviors that reduce the risk of becoming involved in potentially dangerous situations and react to potentially dangerous situations in ways that help to protect their health.

2. Respect for and promotion of the health of others


a. Students will understand and demonstrate how to play a positive, active role in promoting the health of their families.

b. Students will understand and demonstrate how to promote positive health practices within the school and community, including how to cultivate positive relationships with their peers.

3. An understanding of the process of growth and development


a. Students will understand the variety of physical, mental, emotional, and social changes that occur throughout life.

b. Students will understand and accept individual differences in growth and development.

4. Informed use of health-related information, products, and services


Students will identify information, products, and services that may be helpful or harmful to their health.

(cf. 5131.6 - Alcohol and Other Drugs)

Quality Physical Education Program - exposes students to the skills necessary to perform a variety of physical activities, ensures that students participate regularly in physical activities, teaches the benefits of involvement in physical activities, and emphasizes the value of physical activity and its contributions to a healthful lifestyle.

Physical Education is a multifaceted process that teaches a wide range of skills and activities with the aim of the students becoming physically educated, physically fit, and able to enjoy a variety of physical activities and committed to lifelong health and physical wellbeing. It is a continuing process of articulated, sequential development of skills, talents, attitudes, and behaviors. (Physical Education Framework, for California Public Schools Kindergarten through Grade Twelve.)

It is important to make Physical Education a positive experience for all students. The purpose of positive Physical Education is to guide students in the process of becoming physically active and healthy for a lifetime.

There is a distinct relationship between academic achievement and the physical fitness of California's public school students: Students achieve best when they are physically fit.

The healthy, physically active student is more likely to be academically motivated, alert and successful.

Quality Physical Education

1. Middle School

a. Introduction to many movement forms

b. Emphasis on discovering personal tendencies

2. High School

a. Development of personal physical fitness program

b. Specialization in few movement forms

Physical Education: 7-12 program is designed to encourage students to be physically active by introducing them to a variety of movement forms in a positive safe environment. All students are encouraged to support their peers, practice sportsmanship and recognize the need for athletic opportunities for members of both genders. Competition equates with making the most of one's physical potential and capabilities in a positive, meaningful way.

The California Physical Fitness Test (PFT) will be administered to grades seven and nine. The PFT is designed to assess six key fitness areas that represent three broad components of fitness: (1) aerobic capacity, (2) body composition, and (3) muscular strength, endurance and flexibility. The PFT provides information that can be used by students to assess and plan personal fitness programs; teachers to design the curriculum of physical education programs; and parents and guardians to understand their children's fitness levels.

After school sports and programs that support physical activity are to be supported at the school site and within the community. Information and resources regarding programs shall be made available to parents/guardians.

Physically active students become physically active adults because they are physically competent, enjoy physical activity, understand sport/activity protocols, understand and accept their tendencies and preferences and have participated in a plethora of activities.

(cf. 6142.7 - Physical Education)

The Physical Education Model Content Standards for California Public Schools, Kindergarten through Grade Twelve represents the essential skills and knowledge that all students need to maintain a physically active, healthy lifestyle. Education Code section 51222 provides for 400 minutes of physical education every 10 school days for students in grades seven through twelve.

The Physical Education Model Content Standards establish specific learning goals and objectives for physical education. A sequential, developmentally appropriate curriculum should be designed and implemented to help students acquire the knowledge, skills, attitudes, and confidence needed to adopt and maintain a physically active, healthy lifestyle.

There are five overall model content standards for middle school children. They are:

1. Standard 1 - Demonstrate motor skills and movement patterns needed to perform a variety of physical activities.

2. Standard 2: - Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities.

3. Standard 3: - Assess and maintain a level of physical fitness to improve health and performance.

4. Standard 4: - Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

5. Standard 5: - Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity.

For high school youth, there are only three overall model content standards. They are:

1. Standard 1: - Demonstrate knowledge and competency in motor skills, movement patterns and strategies to perform a variety of physical activities.

2. Standard 2: - Achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

3. Standard 3: - Demonstrate knowledge of psychological and sociological concepts, principles, and strategies as they apply to learning and performance of physical activity.

To fulfill the requirement for high school graduation, students must take two years of physical education in high school.

Integrating Physical Activity into the Classroom Setting - For students to receive the nationally-recommended amount of daily physical activity (i.e., at least 60 minutes per day) and for students to fully embrace regular physical activity as a personal behavior, students need opportunities for physical activity beyond physical education class. Toward that end:

1. Classroom health education will complement physical education by reinforcing the knowledge and self-management skills needed to maintain a physically-active lifestyle and to reduce time spent on sedentary activities, such as watching television;

2. Opportunities for physical activity will be incorporated into other subject lessons; and

3. Classroom teachers will provide short physical activity breaks between lessons or classes, as appropriate.

Physical Activity Opportunities Before and After School - All middle and high schools will offer extracurricular physical activity programs, such as physical activity clubs or intramural programs. All high schools, and middle schools as appropriate, will offer interscholastic sports programs. Schools will offer a range of activities that meet the needs, interests, and abilities of all students, including boys, girls, students with disabilities, and students with special healthcare needs.

Physical Activity and Punishment - Teachers and other school and community personnel will not use physical activity (e.g., running laps, pushups) or withhold opportunities for physical activity (e.g., recess, physical education) as punishment.


The Board recognizes that students need adequate, nourishing food in order to grow, learn and maintain good health. Promoting nutritional integrity in school will be a cooperative effort between child nutrition professionals, teachers, staff, administrators, parents, community and students.

Schools are encouraged to:

1. Create an environment which supports healthy eating practices and allows adequate time for food consumption. To the extent possible, students should have at least 10 minutes to eat after sitting down for breakfast, and 20 minutes after sitting down for lunch.

2. Maintain dining areas that are pleasant, clean and inviting places to eat school meals.

3. Promote healthy eating patterns through classroom nutrition education coordinated with the comprehensive health education program.

4. Establish a greater collaboration between Nutrition Services Department and the classroom, including nutrition education for parents, staff and students.

5. Develop and practice good nutrition. All school activities including fund raising, classroom parties and incentive awards, should reflect the same sound nutritional education practices that are taught in the classroom and implemented by the Nutrition Services Department.

6. Comply with safety and sanitation requirements of the California Uniform Retail Food Facilities Law as set forth in Health and Safety Code 113700-114455 as outlined in Attachments A & B.

7. Comply with California Education Code, State and Federal law regarding food as outlined in Attachments A & B.

8. Maintain nutritional integrity. Nutritional integrity is a guaranteed level of performance that assures that foods available in schools for children are consistent with the recommended dietary allowances and dietary guidelines, and when consumed, contributes to the development of life-long, healthy eating habits. Nutritional standards are outlined in Attachments A & B.

9. Encourage all children to have breakfast, either at home or at school.

a. Schools will, to the extent possible, operate the School Breakfast Program.

b. Schools will, to the extent possible, utilize methods to serve school breakfasts that encourage participation, including promotion of service breakfast in the classroom, "grab-and-go" or "second chance" breakfast, or breakfast during morning break, recess, or passing periods.

c. Schools that serve breakfast to students will notify parents and students of the availability of the School Breakfast Program.

d. Schools will encourage parents to provide a healthy breakfast for their children through newsletter articles, take-home materials, or other means.

10. Free and Reduced-Price Meals. Schools will make every effort to eliminate any social stigma attached to, and prevent the overt identification of students who are eligible for free and reduced-price school meals. Toward this end, schools may utilize electronic identification and payment systems; provide meals at no charge to all children, regardless of income (Provision II sites); promote the availability of school meals to all students, including field trips; and/or promote nontraditional methods for serving school meals, such as "grab-and-go" or classroom breakfast.

Nutrition Services is committed to:

1. Providing children with a wide variety of high quality foods to choose from, with a strong emphasis on fresh and healthful foods.

2. Maintaining nutritional integrity in all programs as defined by the U.S.D.A.

3. A strong emphasis on customer service.

4. Monitoring student meal preference on an on-going basis.

5. Creating a cafeteria that is viewed as a learning environment.

6. Supporting professional development for Nutrition Services staff.

7. Develop systems that encourage student and parent involvement in areas such as menu and recipe development.

8. Recognize the cultural diversity of the student population.

9. Marketing school meal programs through a wide variety of school resources such as youth advisory councils, wellness committees, and parent groups.

10. Working with all stakeholders to make available to them a variety of nutritional education information.

11. Meet, at a minimum, nutrition requirements established by local, state, and federal statutes and regulations.

12. Work with industry to develop and provide healthful food and beverage options.

Parents are encouraged to:

1. Support the district's nutrition education efforts by adhering to nutritional integrity when selecting any snacks, foods, or beverages which they may donate for approved school events.

2. Consider nutrition when selecting snacks, lunches and beverages brought from home.

Qualifications of School Food Service Staff - Qualified nutrition professionals will administer the school meal programs. As part of the school district's responsibility to operate a food service program, the district will provide continuing professional development for all nutrition professionals in schools. The district recognizes the cultural diversity within the student population and will include as a part of staff development to reflect the diversity of healthy food traditions in the student population. Staff development programs should include appropriate certification and/or training programs for nutrition services directors, school nutrition managers, and cafeteria workers, according to their levels of responsibility.

Sharing of Foods and Beverages - Schools should discourage students from sharing their foods or beverages with one another during meal or snack times, given concerns about allergies, disease transmission and other restrictions on some children's diets.

Fundraising Activities - The district administration expects the sale of nutritious foods and beverages. Therefore, all fundraising activities involving the sale of food must be in conjunction with all State and Federal regulations regarding child nutrition. Parent organizations must plan food sales for after school hours so that there is no interference with the school's breakfast or lunch programs. Attachments A & B clarify what is permissible in the district's schools. Student and parent organizations may contract with Nutrition Services for acquisition of food to be sold on campus for the purpose of fundraising after school.

(cf. 1321 - Solicitation of Funds From and By Students)

Snacks - Snacks served in after-school or enrichment programs will make a positive contribution to children's diets and health, with an emphasis on serving fruits and vegetables as the primary snacks. Schools will assess if and when to offer snacks based on timing of school meals, children's nutritional needs, children's ages, and other considerations.

1. Food Services will offer snacks to sites with after school enrichment programs.

2. If eligible, schools that provide snacks through after-school programs will pursue receiving reimbursements through the United States Department of Agriculture.

Rewards/Punishment - Schools, to the extent possible, will not use foods or beverages, especially those that do not meet the nutrition standards for foods and beverages sold individually, as rewards for academic performance or good behavior, and will not withhold food or beverages (including food served through school meals) as a punishment. See attachments A & B.

Celebrations - Celebrations and classroom parties offering food and/or beverages may not occur more than twice per year, and must be held after the end of the lunch period. Items offered must be commercially prepared, and stable at room temperature.

Nutrition Standards:

Attached are the Perris Union High School District Nutrition Standards. The attached standards will not supercede the law. If a law conflicts with the attached nutrition standards, the law will take the place of nutrition standards. See attachments A & B.


adopted: August 16, 2006 Perris, California