Instructional Planning

1. Instructional Planning Weaving Nutrition Education into Instructional Planning Presented by: Valerie Parsons, M.A., M.Ed. Monrovia Unified School District Funded by USDA SNAP, known in California as CalFresh. •California Department of Public Health

2. Two Major Challenges • Teacher time • Changing behavior with nutrition education

3. Full Year Calendar

4. Take Away: • Summer Vacation • Weekends • Holidays • Professional Development Days • Early Dismissal • Parent-Teacher Conferences • Special School Days: field trips, holiday parties, assemblies, etc. • State and District Testing Days

5. Days Left for Instruction

6. The Changes in Today’s Classroom

7. Single Subject • Teachers work in a bubble – in charge of their own planning, teaching, and evaluation. • Interdisciplinary or thematic instruction is possible. However, it tends to be infrequent because it requires so much planning. • Tested subjects are the focus from October – May and “other” subjects (Art, Music, Nutrition, etc.) are the focus in June and September.

8. Single Subject Lesson Examples • Dairy Council Lessons • Children’s PowerPlay Campaign • Harvest of the Month (HOTM) • Monrovia’s Cooking-in-the-Classroom • The Daily Nibble • The Food Guide Pyramid • And many others…

9. Linked vs. Based What is the difference between a lesson that is linked to standards and a lesson that is standards-based?

10. Impact Evaluation Results Impact of Knowledge-based Nutrition Education vs. Standards-based Nutrition Education Approach Units of Change • Legend: • Pre-post mean difference 2006-07 • Pre-post mean difference 2007-08 Source:Monrovia Unified School District

11. Ideal vs. Reality • The reality is that just as the CHECS came out, budget cuts started to happen. • The ideal is to teach nutrition as a single subject. • In today’s circumstances, integration seems to be the most effective way to ensure nutrition is taught. • Integration teaches nutrition through core subjects. • Single-subject nutrition education is fairly easy for teachers if they can find the time. • Integration is challenging and is where the focus of Professional Development can developed.

12. Continuum of Integration Messaging Interdisciplinary Integrated Adapted from Brazee & Capelluti (1995), Dissolving Boundaries: Toward an Integrative Curriculum. Single Subject Nutrition Education?

13. Nutrition Messaging Level 1 • Nutrition messages are consistently incorporated into core curriculum. • These messages are not skills-based. • These messages may or may not meet CHECS Standard 1: Essential Concepts. • The goal is to send consistent nutrition messages throughout the school year. • Begins to build a healthy culture.

14. Share this book

16. Improving the School Culture • Begins with collective conversations that create shared understandings. • This dialogue is a reflective learning process in which group members seek to understand each other’s viewpoints and deeply held assumptions. • Dialogue leads to collective meaning and these shared understandings become the basis of shared missions, visions, values, and goals. Garmston & Wellman, The Adaptive School

17. How Can You Make This Lesson Level 1? • Core Standards Integrated • Math: Problem solving and algebra (mean, median, mode) • Science: Experimentation/process skills of observing, measuring, hypothesis, predicting, etc. • Writing: Introductory paragraphs • Technology skills

18. Life Savers Excel Spreadsheet Project • Which flavor of Life Savers candy will last the longest? • The entire 4th grade at John F. Pattie Elementary School ate Life Savers for 2 months to find out! • The experiment involved eating Life Savers while being timed, graphing the data in Microsoft Excel, and then publishing their results.

20. Sean & Kellyn’s Life Savers Graphs Hi , I'm Sean and this is Kellyn. I like Legos, K'nex, video games, and soccer. Kellyn likes soccer, to collect dolls, basketball and writing. We are doing a Life Savers test to see how long a Life Saver takes to melt in our mouths. After it melted in our mouths we recorded it and put it in graphs on the computer. Red lasted the longest in our mouths. We hope you liked our graphs.

21. Reflection on Messaging • Do you think using Life Savers candy made students want to eat them more? • How could you make this lesson have a healthy nutrition message? • Do you think your teachers are consistently incorporating nutrition messages into the school day?

22. Continuum of Integration Messaging Interdisciplinary Integrated Adapted from Brazee & Capelluti (1995), Dissolving Boundaries: Toward an Integrative Curriculum.

23. Interdisciplinary Level 2 • Most common approach to integration. • It includes one CHECS (#2-8) integrated with one core standard. • Often, integration occurs through a major event or unit. • A grade level might create a Math Night with a nutrition component. • A nutrition theme-based unit with nutrition integrating one subject area. • Multiple subjects may contribute but through a parallel approach. • At first, it may still seem to be an add-on, but eventually is seen as a way to make core curriculum more meaningful.

24. Interdisciplinary: Level 2 Describe one or two ways interdisciplinary integration is different than messaging.

25. Data Snacks Lesson • Read over the Data Snacks lesson. • As a group, rate its effectiveness as a nutrition education lesson on a scale of 1 to 5.

26. Interdisciplinary Integration • As a group, choose one CHECS to focus on in this lesson and then develop a nutrition education activity. • A few tables will share their ideas.

27. Continuum of Integration Messaging Interdisciplinary Integrated Adapted from Brazee & Capelluti (1995), Dissolving Boundaries: Toward an Integrative Curriculum.

28. Working Towards Full Integration • Level 3 is a process and can always be improved by integrating more core subjects. • Requires cooperative planning between teachers. • Requires effective instruction to be successful. • Use effective teachers to model for others.

29. Full Integration Level 3 • Take a step beyond the previous level by incorporating a CHECS, Nutrition Competency, HOTM and a Nutrition Message into more than one content area. • All CHECS are addressed at some point during the year. • Cooperative planning between teachers is a must to make this approach to curriculum powerful and practical. • No artificial division of knowledge into the subject areas. • Here, integration is not an “add-on” to the regular curriculum. Instead, nutrition education is the vehicle in which to teach core subjects.

30. Model of a Fully Integrated Lesson • Refer to your Monrovia USD Nutrition Integration Flow Map for Pumpkins. • Integrates HOTM Tasting Trio Demo • Nutrition portion is 15-20 minutes (max.) • Concise • Realistic resources • FUN!!

31. Think-Pair-Share • Think: At what level of nutrition education do you think a majority of your teachers are? • Pair: Share the level of your teachers. • Share: Wait for the signal and by a show of hands, indicate the level where your teachers are.

32. Keeping the message consistent… How do we remind teachers to incorporate nutrition messages throughout the entire year? Pacing Guides!

33. Components of Lesson Design Instruction Curriculum Standards Assessment

34. Pacing Alignment Instruction Curriculum Standards Assessment Mapping

35. What is Curriculum Alignment? Curriculum alignment refers to the process of interpreting standards, then developing learning objectives that are directly targeted to the standards.

36. A planning tool that helps teachers chart the timing of their instruction so that all tested topics are taught prior to the administration of the state test. What are Pacing Guides?

37. Diving Deeper into Pacing Guides • There is no single format for a pacing guide. • Usually involves multiple levels of collaboration. • Textbooks often have pacing guides. • Other names

38. HOTM Rotation for 2010-2011 School Year used for development of HOTM Support Materials Compiled by Southern California

39. Monrovia USD Nutrition Instructional Plan

40. A Pacing Guide is an outline of the Intendedcurriculum Curriculum Mapping is an outline of the Implementedcurriculum

41. National Common Core Standards • CA districts will probably implement in 2013-14 (tested in 2014) • Reading Foundations (K-5) • Supplemental pacing guides for K and 1 • 2011 edition also will contain grade 2 • Pacing Guides are embedded into units in grades 3-5 • Interdisciplinary Connections (K-5) • Connections to other content areas

42. Choose a CHECS. Familiarize yourself with the competencies for that CHECS. Look at your district nutrition education topic for the corresponding month. Establish Learning Objectives for your lesson. Create a plan that integrates standards and the monthly topic. Assess your lesson—does it include all components? Check for understanding and assess students learning. Nutrition Integration Flow Map Find a content standard to integrate.

43. Pacing Guide Example Monrovia USD’s 3rd Grade Pacing Guide with CHECS integrated NUTRITION

44. Application • Each table will be assigned 1 of the 8 CHECS. • Become familiar with the Nutrition Competencies in 4th grade for your assigned CHECS. • As a group, design a plan that integrates: (20 minutes) • CHECS • Correlating Nutrition Competency • Core Standard • Nutrition Resources (HOTM, PowerPlay, Dairy Council) • Using chart paper to highlight the integrated components, each group will have 1 minute to present their lesson idea. • During the presentations, take notes! By the end, you will have all 8 CHECS integrated into the 4th grade Standards! • Let’s do Standard One (Essential Concepts) together.

45. Choose a CHECS. Familiarize yourself with the competencies for that CHECS. Look at your district nutrition education topic for the corresponding month. Establish Learning Objectives for your lesson. Create a plan that integrates standards and the monthly topic. Assess your lesson—does it include all components? Check for understanding and assess students learning. Nutrition Integration Flow Map Find a content standard to integrate.

46. Completed 4th Grade Pacing Guide • Compare/contrast your ideas to Monrovia’s. • Did your idea meet CHECS better than Monrovia’s? • How could you do this same activity or modify it to do with teachers in your district?

47. Your Map to Implementation…

48. Pacing GuidesLA Trade Tech/Lawndale Elementary SD • Focused on one CHECS: Decision Making • Trained teachers on Decision Making Standard and Competencies. • Divided teachers into grade-level groups to add Decision Making activities into their Pacing Guides for Language Arts and Math.

49. Action Steps to Implementation • Determine what level your district is at now. • What level will you strive towards next? • Use your completed 4th grade Pacing Guide as an example for teachers, curriculum coordinators and other partners. • Nutrition Educators can use it to remind teachers of how to integrate specific CHECS on a monthly basis.

50. HOW???? How do we get teachers to incorporate nutrition education into their Pacing Guides? It’s all about the Process!