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What is TRUE student achievement?

EW Presentation for FCPS Cluster One Leaders

Ryan Lonnett

on 16 March 2015

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Transcript of What is TRUE student achievement?

From home, to school, to practice, back home again...and beyond!
Empowering Sustainable Student Wellness
Better academic performance and test scores
- David Satcher, M.D., Ph.D.
16th Surgeon General of the United States
Kids who attend “healthy” schools have fewer absences, higher academic achievement and self-esteem and are more likely to graduate from high school.Healthy children = better learners.The equation is simple, and we all must do the math. One-third of our kids are overweight or obese, putting them at risk for a variety of health complications and chronic diseases, including heart disease, gallbladder disease, asthma, Type 2 diabetes and cancer. Alarmingly, obesity contributes to one-fifth of all cancer deaths in the United States.The solution, though, to this national epidemic is within reach. Parents, grandparents, educators and caring people everywhere can all play a part instilling kids with the lifelong habits they’ll need for health and academic success. From feeding the children in our lives nutritious breakfasts each morning to encouraging them to play actively for 60 minutes every day, each one of us can improve the eating and activity habits of the 55 million school kids in this country and, in the process, improve their health so they can succeed in the classroom.Already, there are many indications schools that integrate student wellness may be giving their students an academic advantage. We know, for instance, that students who attend such schools are likely to have fewer absences, higher academic achievement and self- esteem, and are more likely to graduate from high school. Why then wouldn’t every parent and every adult who wants what’s best for our kids not play a part in giving students
1 - Pursue Academic Excellence

2 - Develop Essential Life Skills
All students will demonstrate the aptitude, attitude, and skills to lead responsible, fulfilling, and respectful lives.

3 - Demonstrate Responsibility to the Community and to the World
2.9. Make healthy and safe life choices.

Research shows that only 5% of learners will transfer a new skill into practice as a result of learning a theory*. That can be raised to 10% if the theory is demonstrated and 20% if demonstrated and practiced. If the theory is learned, demonstrated, practiced, corrective feedback is given and it’s followed up with a coach, information and skill transfer can exceed 90%!
Overweight and Obesity Threaten U.S. Health Gains

Communities Can Help Address the Problem, Surgeon General Says

Health problems resulting from overweight and obesity could reverse many of the health gains achieved in the U.S. in recent decades, according to a Surgeon General's "call to action".

The report, entitled "The Surgeon General's Call to Action to Prevent and Decrease Overweight and Obesity," outlined strategies that communities can use in helping to address the problems. Those options included requiring physical education at all school grades, providing more healthy food options on school campuses, and providing safe and accessible recreational facilities for residents of all ages.

"Overweight and obesity are among the most pressing new health challenges we face today," HHS Secretary Tommy G. Thompson said. "Our modern environment has allowed these conditions to increase at alarming rates and become a growing health problem for our nation. By confronting these conditions, we have tremendous opportunities to prevent the unnecessary disease and disability they portend for our future."

"Overweight and obesity may soon cause as much preventable disease and death as cigarette smoking," Surgeon General David Satcher said. "People tend to think of overweight and obesity as strictly a personal matter, but there is much that communities can and should do to address these problems."

Approximately 300,000 U.S. deaths a year currently are associated with obesity and overweight (compared to more than 400,000 deaths a year associated with cigarette smoking). The total direct and indirect costs attributed to overweight and obesity amounted to $117 billion in the year 2000.

In 1999, an estimated 61 percent of U.S. adults were overweight, along with 13 percent of children and adolescents. Obesity among adults has doubled since 1980, while overweight among adolescents has tripled. Only 3 percent of all Americans meet at least four of the five federal Food Guide Pyramid recommendations for the intake of grains, fruits, vegetables, dairy products, and meats. And less than one-third of Americans meet the federal recommendations to engage in at least 30 minutes of moderate physical activity at least five days a week, while 40 percent of adults engage in no leisure-time physical activity at all.

While the prevalence of overweight and obesity has increased for both genders and across all races, ethnic and age groups, disparities exist. In women, overweight and obesity are higher among members of racial and ethnic minority populations than in non-Hispanic white women. In men, Mexican-Americans have a higher prevalence of overweight and obesity than non-Hispanic men, while non-Hispanic white men have a greater prevalence than non-Hispanic black men.

Members of lower-income families generally experience a greater prevalence than those from higher-income families.

Already, these trends are associated with dramatic increases in conditions such as asthma, and in Type 2 diabetes among children. Satcher said failure to address overweight and obesity "could wipe out some of the gains we've made in areas such as heart disease, several forms of cancer, and other chronic health problems."

In preparation of the report, Satcher convened a listening session in December 2000 and held a public comment period to gather ideas from clinicians, researchers, consumers and advocates. These sessions generated a number of community-based strategies that were subsequently reviewed for their proven scientific effectiveness. The strategies were organized under the categories of communication, action, research and evaluation (CARE).

Those strategies include:

Ensure daily, quality physical education for all school grades. Currently, only one state in the country -- Illinois -- requires physical education for grades K-12, while only about one in four teenagers nationwide take part in some form of physical education.

Ensure that more food options that are low in fat and calories, as well as fruits, vegetables, whole grains, and low-fat or non-fat dairy products, are available on school campuses and at school events. A modest step toward achieving this would be to enforce existing U.S. Department of Agriculture regulations that prohibit serving foods of minimal nutritional value during mealtimes in school food service areas, including in vending machines.

Make community facilities available for physical activity for all people, including on the weekends.

Create more opportunities for physical activity at work sites.

Reduce time spent watching television and in other sedentary behaviors. In 1999, 43 percent of high-school students reported watching two hours of TV or more a day.

Educate all expectant parents about the benefits of breast-feeding. Studies indicate breast-fed infants may be less likely to become overweight as they grow older.

Change the perception of obesity so that health becomes the chief concern, not personal appearance.

Increase research on the behavioral and biological causes of overweight and obesity. Direct research toward prevention and treatment, and toward ethnic/racial health disparities.

Educate health care providers and health profession students on the prevention and treatment of overweight and obesity across the lifespan.

"Communities can help when it comes to health promotion and disease prevention," Satcher said. "When there are no safe places for children to play, or for adults to walk, jog, or ride a bike, that's a community responsibility. When school lunchrooms or workplace cafeterias don't offer healthy and appealing food choices, that is a community responsibility. When new or expectant parents are not educated about the benefits of breast-feeding, that's a community responsibility. And when we don't require daily physical education in our schools, that is also a community responsibility."

The Surgeon General's Call to Action to Prevent and Decrease Overweight and Obesity is available at http://www.surgeongeneral.gov/library/calls/obesity.


NOTE: The National Institutes of Health define obesity and overweight using a Body Mass Index (BMI), which is a calculation of a person's weight in kilograms divided by the square of their height in meters. An overweight adult is defined as one with a BMI between 25 and 29.9, while an obese adult has a BMI of 30 or higher. In children and adolescents, overweight is defined as a sex-and-age specific BMI at or above the 95th percentile, based on revised growth charts by the Centers for Disease Control and Prevention. There is no generally accepted definition for obesity for children and adolescents.

The risk of death, although modest until a BMI of 30 is reached, increases with an increasing BMI. Obese adults have a 50 to 100 percent increased risk of premature death compared to adults with a BMI of 20 to 25. But even moderate weight excess (10 to 20 pounds for a person of average height) increases the risk of death, particularly among adults aged 30 to 64 years.
“Because of unhealthy eating habits and physical inactivity, we may see the first generation that will be less healthy and have a shorter life expectancy than their parents.”[2]
The consequences of not eating fruits and vegetables are lost opportunities for better health throughout the life span. Their impact on health and wellbeing is not just what they do for you; it's also what they prevent. Their generous supply of vitamins, minerals, phytochemicals and fiber are essential for growth, development and achieving optimal health now and for preventing chronic diseases later.
Health Risk
Fruits and vegetables are rich in the minerals and vitamins needed to maintain a healthy body. Taking multivitamins does not substitute for eating fruits and vegetables, according to the Cancer Institute. Supplements cannot fully duplicate the combination of many nutrients and their components in fresh produce. A consequence of not eating fruits and vegetables is missing out on the optimal level of health provided by a balanced diet that includes a wide variety of vegetables and fruits.

Weight Management Risk
A consequence of not eating fruits and vegetables is that losing weight can be more difficult. Many highly motivated people still find it difficult to lose weight or maintain their current weight. Eating fruits and vegetables instead of higher-calorie foods would help them feel full with fewer calories.

Cardiovascular Disease Risk
Higher intakes of fruits and vegetables correlates with a lower risk of developing cardiovascular disease. Vegetables most likely to help resist heart disease and stroke include dark green leafy vegetables such as spinach, Swiss chard, lettuce and mustard greens, and cruciferous vegetables including broccoli, cabbage and Brussels sprouts. Helpful fruits for preventing heart disease and stroke include citrus fruits such as oranges, limes, lemons and grapefruit.

Blood Pressure Risk
Eating fruits and vegetables controls high blood pressure to help prevent heart disease and stroke. Diets rich in fruits and vegetables, such as the DASH diet, Dietary Approaches to Stop Hypertension, can be effective at lowering blood pressure. People who do not eat fruits and vegetables lose an opportunity to prevent or treat high blood pressure through diet.

Cancer Risk
Some types of fruits and vegetables may protect against certain cancers, according to the Health Products Review. Nonstarchy vegetables such as leafy greens, broccoli, bok choy, garlic and onions as well as fruits are likely to protect against cancers of the mouth, throat, esophagus and stomach. Lycopene from tomatoes may be involved in helping protect men against prostate cancer.

Gastrointestinal Health Risk
The indigestible fiber in fruits and vegetables sweeps through the digestive tract and expands as it attracts water. This action can calm irritable bowel, relieve or prevent constipation and help prevent diverticulosis, the development of easily irritated pouches in the colon and diverticulitis, a painful inflammation of these pouches.

Vision Risk
Another consequence of not eating fruits and vegetables is a lost opportunity to fight off free radical damage to the eyes caused by sunlight, air pollution, cigarette smoke and certain chemical reactions in metabolism. Pigments contained in dark green leafy vegetables and brightly colored fruits and vegetables help to prevent damage from free radicals. The vitamin A in carrots helps with night vision and other fruits and vegetables help prevent cataracts, the clouding of the lens of the eye, and macular degeneration, damage to the retina of the eye, according to Eleanor Whitney and Sharon Rolfes in "Understanding Nutrition."

Read more: http://www.livestrong.com/article/286624-consequences-of-not-eating-fruits-vegetables/#ixzz2SjRJrfI4
"Farms over Factories created an excitement for healthy eating at Armstrong. The students are using their new knowledge within the school and at home. The messages are simple and get the students energized!"

- Armstrong Elementary School Asst. Principal, Mrs. Andrea DePiro
“Look around a kindergarten classroom. Unless we take action today, about half of these kids will be counted among the millions of new cases of diabetes, heart disease, stroke, and cancer – chronic diseases which are largely preventable. We need to improve our kids’ nutrition and get them moving – not just to improve their health, but to get them ready to learn.”[1]
- Richard Carmona, M.D., Ph.D.
17th Surgeon General of the United States
Footnotes and References:
At home, parents today are busier than ever and out of necessity are offering many prepared meals or bringing highly processed foods to events and daily activities. Many attempt to make healthy choices but food marketing and conflicting mainstream nutrition guidance combine to make it unnecessarily confusing.

In school, where academic excellence is the top priority, we find that student time in PE classes or recess has been decreased in favor of increased academic instruction and while wellness achievement is encouraged and USDA nutritional guidelines are improving, many kids are still likely to eat highly processed foods and beverages served in our school cafeterias.

Collectively and over time, the well intended practices and programs are taking a toll and actually might be sabotaging our children. Undisputed research consistently connects limited physical activity and poor nutrition with chronic health issues and also demonstrates that healthier kids perform better athletically, excel academically, are more focused in class, behave better, are absent less and have higher self-esteem! [4]
"The Farms over Factories assembly was both fun and interesting. Students at all grade levels absorbed the importance of implementing good nutrition practices and have been “playing detective” at home also as they research food labeling. This was one of the best assemblies our students have participated in!"

- Aldrin Elementary School Principal, Mr. Shane Wolfe
Many children consume half of their calories at school. In 2010, the Academy of Nutrition and Dietetics, School Nutrition Association and Society for Nutrition Education jointly called for comprehensive, integrated nutrition services for students from kindergarten through high school as a means of not only improving students’ nutritional status and health, but also their academic performance.

A review of 50 studies, which appeared in the September 2011 issue of the Journal of School Health, reveals multiple ways that nutrition impacts student cognitive performance as demonstrated through their levels of alertness, attention, memory, problem solving and mathematics skills. According to a 2013 national report by Share Our Strength’s No Kid Hungry campaign, on average students who eat school breakfast have been shown to attend 1.5 more days of school per year and score 17.5 percent higher on standardized math tests. The study, Ending Child Hunger: A Social Impact Analysis, highlights the link between breakfast and academic performance with a snapshot of results in Maryland, where schools serving breakfast in their classrooms experienced as much as a 7.2% lower rate of chronic absenteeism and students in schools serving breakfast in their classrooms were up to 12.5% more likely to achieve proficiency on standardized math tests. [14]

Just as it is important to ensure that all kids have healthy food options, it’s also critical to ensure that kids have the information they need to make healthy eating decisions. A 2005 pilot study of 84 sixth-graders in Tulare County, CA, researchers found that during a five-week intervention period, when students received nutrition lessons from an expert, their scores were statistically higher in listening and speaking, mathematical reasoning and algebra functions (as measured by their standardized test performance) than during a five-week control period, when they received their usual classroom education. In short, a program which taught students about the importance of nutrition had the additional benefit of improving their math and english skills. [15]
Ryan Lonnett
Founder - Empowered Wellness
Improved focus and behavior
Better athletic performance
Sustainable skills that can be passed down to their own families
Better short term health and fewer sick days
Better self esteem
Ideal energy levels
They're not the only ones who've seen the connection...
Longer life expectancy
Fewer food related allergies
Physical Inactivity
Unhealthy Dietary Behaviors
United States, Youth Risk Behavior Survey, 2009
*During the 30 days before the survey.
**p<.0001 after controlling for sex, race/ethnicity, and grade level.
Percentage of High School Students Who Did Not Eat for 24 or More Hours to
Lose Weight or to Keep From Gaining Weight,* by Type of Grades Earned
(Mostly A’s, B’s, C’s or D’s/F’s), 2009**
United States, Youth Risk Behavior Survey, 2009
*Played video or computer games or used a computer for something that was not school work for 3 or more hours on an average school day.
**p<.0001 after controlling for sex, race/ethnicity, and grade level.
Percentage of High School Students Who Used Computers 3 or More Hours Per Day,*
by Type of Grades Earned (Mostly A’s, B’s, C’s or D’s/F’s), 2009**
United States, Youth Risk Behavior Survey, 2009
*On an average school day.
**p<.0001 after controlling for sex, race/ethnicity, and grade level.
Percentage of High School Students Who Watched Television 3 or More Hours
Per Day,* by Type of Grades Earned (Mostly A’s, B’s, C’s or D’s/F’s), 2009**
United States, Youth Risk Behavior Survey, 2009
*Run by their school or community groups during the 12 months before the survey.
**p<.0001 after controlling for sex, race/ethnicity, and grade level.
Percentage of High School Students Who Did Not Play on at Least One Sports Team,*
by Type of Grades Earned (Mostly A’s, B’s, C’s or D’s/F’s), 2009**
United States, Youth Risk Behavior Survey, 2009
*During the 30 days before the survey.
**p<.0001 after controlling for sex, race/ethnicity, and grade level.
Percentage of High School Students Who Took Diet Pills, Powders, or Liquids Without
a Doctor’s Advice to Lose Weight or to Keep From Gaining Weight,*
by Type of Grades Earned (Mostly A’s, B’s, C’s or D’s/F’s), 2009**
United States, Youth Risk Behavior Survey, 2009
*Drank a can, bottle, or glass of soda or pop (not including diet soda or diet pop) at least one time per day during the 7 days before the survey.
**p<.0001 after controlling for sex, race/ethnicity, and grade level.
Percentage of High School Students Who Drank a Can, Bottle, or Glass of Soda or Pop at Least One Time Per Day,* by Type of Grades Earned (Mostly A’s, B’s, C’s or D’s/F’s), 2009**
United States, Youth Risk Behavior Survey, 2009
*Any kind of physical activity that increased their heart rate and made them breathe hard some of the time on less than 5 days
during the 7 days before the survey.
**p<.0001 after controlling for sex, race/ethnicity, and grade level.
Percentage of High School Students Who Were Physically Active
at Least 60 Minutes Per Day on Less Than 5 Days,* by Type
of Grades Earned (Mostly A’s, B’s, C’s or D’s/F’s), 2009**
Centers for Disease Control and Prevention
Alaimo, K., Olson, C., Frongillo, E., & Briefel, R. (2001). Food insufficiency, family income and health in US preschool and school-aged children. American Journal of Public Health, 91, 781-786.

Clark, M., Fox, M., (2009). Nutritional quality of the diets of US public school children and the role of the school meal programs. Supplement to the Journal of the American Dietetic Association, 109, S44 - S56.

Center on Hunger and Poverty. (2002). The consequences of hunger and food insecurity for children: evidence from recent scientific studies. Waltham, MA: Brandeis University. Center for Disease Control and Prevention, National Center for Health Statistics. CDC growth charts. Retrieved from www.cdc.gov/growthcharts/

Colby-Morley, E. (1981). Neurotransmitters and nutrition. Orthomolecular Psychiatry, 12, 38- 43.Erikson, J. (2006). Brain food: the real dish on nutrition and brain function. WisKids Journal, Novemeber/December.

Finkelstein, D., Hill, E., & Whitaker, R. (2008). School food environments and policies in US public schools. Pediatrics, 122, 251-259.

Geier, A., Foster, G., Womble, G., McLaughlin, J., Borradaile, K., Nachmani, J., ...Schults, J. (2007). The relationship between relative weight and school attendance among elementary schoolchildren. Obesity, 15, 2157-2161.

Growdon, J. H., & Wurtman, R. J. (1980). Contemporary nutrition: nutrients and neurotransmitters. New York State Journal of Medicine. September.

Halterman, J., Kaczorowski, J., Aligne, C., Auinger, P., & Szilagyi, P. (2001). Iron deficiency and cognitive achievement among school-aged children and adolescents in the united states. Pediatrics, 107, 1381-1386.

Jyoti, D., Frongillo, E., & Jones, S. (2005). Food insecurity affects school children’s academic performance, weight gain, and social skills. The Journal of Nutrition, 135, 2831-2839.

Kar, B., Rao, S., & Chandramouli, B. (2008). Cognitive development in children with chronic protein energy malnutrition. Behavioral and Brain Functions, 4:31, doi: 10.1186/17449081-4-31.

Kleinman, R., Hall, S., Green, H., Korzec-Ramirez, D., Patton, K., Pagano, M., & Murphy, J. (2002). Diet, breakfast, and academic performance in children. Annals of Nutrition & Metabolism, 46, 24-30.

Kubik, M., Lytle, L., Hannan, P., Perry, C., & Story, M. (2003). The association of the school food environment with dietary behaviors of young adolescents. American Journal of Public Health, 93, 1168-1173.

Lahey, M., Rosen, S. (2002). Dietary factors affection learning behavior. Retrieved from http://childrensdisabilities.info

Li, Y., Dai, Q., Jackson, J., & Zhang, J. (2008) Overweight is associated with decreased cognitive functioning among school-age children and adolescents. Obesity, 16, 18091815.

Meyer, M. (2005). Upper-elementary students’ perception of school meals. The Journal of Child Nutrition & Management, issue 1, spring.

Neumark-Sztainer, D., French, S., Hannan, P., Story, M., & Fulkerson, J. (2005). School lunch and snacking patterns among high school students: associations with school food environment and policies. International Journal of Behavioral Nutrition and Physical Activity, 2:14, doi: 10.11864/1479-5868-2-14.

Ratcliffe, M., Merrigan, K., Rogers, B., & Goldberg, J. (2009). The effects of school garden experiences on middle school-aged students’ knowledge, attitudes, and behaviors associated with vegetable consumption. Health Promotion Practice, Society for Public Health Education, doi: 10.1177/1524839909349182.

Sampson, A., Dixit, S., Meyers, A., & Houser, R. (1995). The nutritional impact of breakfast consumption on the diets of inner-city african-american elementary school children. Journal of the National Medical Association, 87, 195-202.

Shore, S., Sachs, M., Lidicker, J., Brett, S., Wright, A., & Libonati, J. (2008). Decreased scholastic achievement in overweight middle school students. Obesity, 16, 1535-1538.

Winchell, M. (2009). Eating Democracy and Corn Puppies. Reviews in American History, 37, 117-124, doi: 10.1353/rah.0.0076.

Wolfe, P., Burkman, A., & Streng, K. (2000). The science of nutrition. Educational Leadership, March.

Wolpert, S., Wheeler, M. (2008). Food as brain medicine. UCLA Magazine Online. Retrieved http://magazine.ucla.edu.

Wood M. (2001). Studies probe role of minerals in brain function. Agriculture Research, 49.10.

Zhang, J., Hebert, J., & Muldoon, M. (2005). Dietary fat intake is associated with psychosocial and cognitive functioning of school-aged children in the united states. The Journal of Nutrition, 135, 1967-1973.
Executive Summary
During a recent address to the NEA Board of Directors, U.S. Education Secretary Arne Duncan discussed a program that addresses the many ways that poor nutrition creates major learning challenges for students. Quantity is an issue but quality of food is equally important.

School nutrition has been a major emphasis for both NEA and the Obama Administration. NEA President Dennis Van Roekel and Duncan have had numerous meetings with Education Support Professionals from Virginia where school meals have been discussed. [13]
US Department of Education wants to close the Nutrition Gap!
Research shows proper nutrition is a critical component to boosting academic achievement
A few references from Administrators
We get LOTS of letters from kids, these are all from the same assembly:
In many school systems, administrators, teachers, parents, small businesses and students themselves are working together to make all kids healthier. Fairfax County School System is one that is committed to empowering students to meet high academic standards while developing essential life skills, which includes making healthy and safe choices. [5]

There are many resources available but disconnected programs and ineffective vendors haven't broadly or comprehensively equipped students with the formidable knowledge and skills to implement the healthy choices that maximize performance and truly lead to healthier sustainable lifestyles. So several Fairfax County schools that embrace this objective took the initiative of inviting Reston based Empowered Wellness, into their schools to deliver grade level assemblies on the subject of making healthier choices because their simplified messages were gaining a consistent track record for resonating and sticking. The interactive presentations take the confusion out of nutrition while incorporating existing curriculum already promoted by the USDA and Food and Nutrition Services (FNS) to ensure consistency. Due to the immediate and broad impact, administrators and PTA leaders began asking for complementary services that are aligned with standards set forth in the Board's Student Achievement Goals and the G.O.L.D.E.N. Wellness Scorecard.[6]

In response, Empowered Wellness created a framework for step-by-step solutions that can be custom fitted to help each unique school to meet, then exceed standards. The approach (based on SIMPLICITY, CONSISTENCY and PERSISTENCY from home, to school, to practice, and back home) is leading to sustainable and quantifiable improvements that students and parents claim will last them a lifetime! Let's take a closer look...
FCPS Student Achievement Goals
MyPlate replaces MyPyramid:
Skinny Fat Kids research
Effective coaching – need to demonstrate!
Additional References:
More recess = better test scores
Developing the essential life skill of making nutritious choices has proven to have an immediate and compelling impact on student health, athletic and academic performance. Children need us to step in on their behalf and insist on a more healthful environment. In order to maximize success, students and their families both need to be empowered with simple / consistent information and the practical skills to apply it.
Call to Action:
In schools where the Empowered Wellness solutions have been implemented, there has immediate and broad improvements that not only can lead to G.O.L.D.E.N. Wellness Award and School Improvement Planing (S.I.P.) attainment but more importantly, the improvements are regarded as sustainable!
Please contact me to set up a time for your best practices discussion.

Thank your for your time and consideration!
FCPS G.O.L.D.E.N. Wellness Award Scorecard for Elementary Schools*
The Empowered Wellness Framework
Workshops for busy parents providing ideas for achieving health goals on limited time or budget (culturally universal)
Toolboxes including ongoing content for school websites or newsletters
Consulting and best practice sharing for all wellness initiatives (including effective teacher and staff development)
Farms over Factories grade level assemblies on healthier choices
Complementary after school practical skills programs
Project based learning - Owners Manual
Includes assessments

For more information on the G.O.L.D.E.N. Wellness Award and other resources, keep clicking the arrow for a few more slides!

The Problems
"I am calling on all Americans to join me in a national grassroots effort to reverse this trend. My plan includes showing people how to choose nutritious food, add more physical activity to their daily lives, and manage the stress that so often derails their best efforts at developing healthy habits. The real goal is not just a number on a scale, but optimal health for all Americans at every stage of life. To achieve this goal, we must all work together to share resources, educate our citizens, and partner with business and government leaders to find creative solutions..."[3]
- Regina M. Benjamin, MD, MBA VADM, USPHS
18th Surgeon General of the United States
"I have recently started working at a different FC elementary school. Among all those that I have visited and worked at, I have had the pleasure of getting to know many of the programs these schools are providing for their after school activities.

I was very impressed by one of the classes. A gentleman comes to the school, with all his cooking gear, and teaches kids a simplified way of interpreting nutrition labels. The best part is that they get to put this all together in their classes by making healthier breakfasts, lunches, dinners and sampling the food. I can tell these activities have had an impact on these kids! They are thinking twice about what they eat. They even have homework! If I can get my kids to try and eat what he makes, I know I would have accomplished something I've been trying to do for years!

Here's just a little information I can tell you about Ryan Lonnett. He founded an organization called Empowered Wellness, which is intended to help people in our community to achieve their wellness goals by finding and sustaining their healthiest lifestyle. He delivers custom and group programs and is often invited to speak with groups of students in classrooms, with parents in PTA events, and I've even heard him in the media. He's a Board Certified Health Counselor with culinary, physical fitness and nutrition training.

Wouldn't it be great to have him come to Louise Archer to help with our wellness program?"

- Louise Archer PTA Member, Mrs. Maha Giavis
PTA Recommendation
What will many of your students eat for lunch in September?
If you're passionate about joining a group of parents committed to working in collaborative ways to increase the quantities of healthy foods in Fairfax County Public Schools, check out this site:
Real Food For Kids - Food Day Event 2011 [15]
Better long term health (less risk of chronic illness)
We personally deliver some of the solutions [ ], provide a toolbox [ ] for others, empower with best practices [ ] and sometimes employ a combination strategy.
Designed to integrate all platforms and unified standards!
In order for students to permanently ingrain the knowledge, we need to empower the parents, teachers and other leaders with the same information, while providing everyone with the hands on skills for applying it to their unique situation. Research shows that ongoing demonstrations, practice, and correctional coaching are critical to integrating these theories into the daily routine. [8]

This is why we provide the after school programs for kids, seminars for teachers, culturally universal workshops for parents, and ongoing content that can keep everyone on the same page, including coaches and other care givers.
We integrate and even promote the existing programs in a way that helps kids tie all components together!
Give me 5 Guys
Just because there are programs out there, doesn't mean that they're effective. Neither of my elementary school children knew the 9-5-2-1-0 'zip code to health' or understood Give Me Five - Colors that Jive. One of them recently brought home a handout demonstrating that their FCPS teacher is still using outdated MyPyramid worksheets instead of the new MyPlate materials. [7] We've also seen MyPyramid posters on gymnasium walls in the schools where we've just presented.

Students would benefit greatly if we could funnel these and the other efforts (including S.I.P.) down into a unified platform. It would also reduce or eliminate wasted efforts by leaders.
Empowered Wellness
* = Note that there is a different scorecard for Secondary Schools [10]
Give me Five!
"We've experienced some pretty bad nutrition and cooking presentations but were blown away with your unique approach!!! I'm not surprised that it's proving to be so effective!" - Fairfax County Preschool Director
Agenda (45):
Who is this guy?
Student Development
Empowering Wellness Framework
Parent Development
Administrator Development
Professional and Personal Q&A
Next Steps

Father of 3 in Cluster 1
Proud brother of Ray and Jeff Lonnett
Community focused
Founder - Empowered Wellness
Healthy Choices Assemblies in FCPS and other schools
Learned about many positive programs
Disconnected and complicated
Our simplified messages resonated / retained
Parents validate concept as change agent
PTA / Administrators - want effective development
True student achievement
What is true student achievement?
Community and environmental responsibility
Short term success
Academic Excellence (SOLs)
Happy & healthy
G.O.L.D.E.N. Apple Wellness
Develop essential life skills
Skills to lead productive lives in 21st century

What are the correct healthy choices?

What is the pathway to sustainable improvement?

Slippery slope - choose wrong platform or misinterpret resources with limited perspective and well intended leaders pushing kids on wrong path (i.e.: SME - teaching w/ poverty in mind - fuel brain w/ sugar)

Which dietary theory is the right one?
How many times a day should we eat?
Is "eating healthy" really too expensive?
What about birthday parties in school?
I'm too busy...what are some tips for creating efficiencies?
Why do my fellow role models bring so much junk food to school?
How do your clients improve willpower?
Full transcript