Find State ESMs

Displaying records 1 through 20 (48 total).

ESM 8.1.1 The cumulative total of Florida school districts that have ever been awarded the evidence-based Florida Healthy School District recognition. (Florida)

Measure Status: Active

Evidence Level: There is limited research in the evidence base to support this strategy; search for other strategies or promising practices for this NPM (https://www.mchevidence.org/tools/npm/8-physical-activity.php).

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 5. Create/champion/implement policy

Service Recipient: Activities related to systems-building

Goal: Increase the number of students who attend schools in Florida Healthy School Districts.

Numerator: The number of school districts that apply for the evidence-based Florida Healthy School District recognition.

Denominator: N/A

Significance: The Florida Healthy School District Self-Assessment Tool was developed by experts from state agencies, school districts, and community partners to assist districts in achieving the highest standards in infrastructure and the eight component areas of the Centers for Disease Control and Prevention’s (CDC) Coordinated School Health (CSH) model. It was piloted, field tested and fully vetted prior to its release in 2009. Districts that earn recognition as a Florida Healthy School District have made a high level commitment to meeting the health needs of students and staff by removing barriers to learning and maximizing district resources through the implementation of the CSH/Whole School, Whole Community, Whole Child (WSCC) approach including physical education and physical activity.

Data Sources and Data Issues: Florida Partnership for Healthy Schools

Year: 2020

Unit Type: Simple Count, Unit Number: 100

ESM 8.1.1 Percentage of 6-11 year-old children accessing well-child visits who report being physically active at least 60 minutes per day. (Northern Mariana Islands)

Measure Status: Active

Evidence Level: This ESM measures access to/receipt of care, thus doesn’t align with a specific evidence-based strategy. Consider developing an ESM for one of the specific strategies in your state action plan to measure performance. Check MCHbest for examples to connect to the evidence.

Measurement Quadrant: Quadrant 4: Measuring quality of effect (% of "is anyone better off")

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 7. Assure effective and equitable health systems

Service Recipient: Activities related to systems-building

Goal: Increase the number of children ages 6 through 11 years are physically active at least 60 minutes per day through accessing obesity prevention interventions and education during well-child visits.

Numerator: Number of 6- 11 year old children accessing well-child visits who report being physically active at least 60 minutes per day.

Denominator: Number of 6-11 year old children accessing well-child visits.

Significance: Medical providers play a critical role in obesity prevention through communicating early body mass index screening results to parents and helping them to adopt key behavioral changes in diet and physical activity. The well-child visit is an important place to address obesity prevention given the influential role of pediatric primary care providers and their regular contact with families during well-child visits.

Data Sources and Data Issues: Data will be gathered through the CHCC Electronic Health Records System (EHR) and a survey of parents whose children accessed well-child visits.

Year: 2020

Unit Type: Percentage, Unit Number: 100

ESM 8.1.1 Percent of schools identified as lacking recess, PE periods, or after-school programs that receive targeted outreach (Federated States of Micronesia)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=school-based&NPM=8&State=&RBA_Category=&MCH_Pyramid=&Recipient=&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/8-physical-activity.php).

Measurement Quadrant: Quadrant 2: Measuring quality of effort (% of reach; satisfaction)

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 7. Assure effective and equitable health systems

Service Recipient: Activities related to systems-building

Goal: Increase the percentage of children who are screened, evaluated, and counseled on BMI and physical activity.

Numerator: # of schools lacking recess, PE periods, or after-school programs

Denominator: Total number of schools

Significance: Children attending schools with PE periods and after-school programs have healthy weights and physically healthy.

Data Sources and Data Issues: Public Health Outreach Data, School Data

Year: 2020

Unit Type: Percentage, Unit Number: 100

ESM 8.1.1 Percent of school districts participating in professional development opportunities that include methods to provide at least 30 minutes daily physical activity opportunities for all students before, during, and after the school day (South Carolina)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=professional+development&NPM=8&State=&RBA_Category=&MCH_Pyramid=&Recipient=&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/8-physical-activity.php).

Measurement Quadrant: Quadrant 2: Measuring quality of effort (% of reach; satisfaction)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities directed to families/children/youth

Goal: To increase opportunities for all children to get a minimum of 30 minutes daily physical activity provided during the school day.

Numerator: Number of SC school districts with staff who annually participate in professional development opportunities on methods to provide 30+ minutes of physical activity a day

Denominator: Total number of SC school districts

Significance: Children ages 6-11 need at least 30 minutes of physical activity daily, and incorporating this into the school day is one strategy to promote this healthy behavior.

Data Sources and Data Issues: SC School Districts (Department of Education)

Year: 2020

Unit Type: Percentage, Unit Number: 100

ESM 8.1.1 Percent of partners actively involved with the Wisconsin Title V Program’s physical activity work connected through the PAN StEM (Wisconsin)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=technical+assistance&NPM=8&State=&RBA_Category=&MCH_Pyramid=&Recipient=&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/8-physical-activity.php).

Measurement Quadrant: Quadrant 2: Measuring quality of effort (% of reach; satisfaction)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 5. Create/champion/implement policy

Service Recipient: Activities directed to professionals

Goal: 25% of partners will be actively involved with the Wisconsin Title V Program’s physical activity work connected through the PAN StEM.

Numerator: Number of partners actively involved with the Wisconsin Title V Program’s physical activity work

Denominator: Number of partners connected with the Title V Program from the PAN StEM meeting

Significance: Too few children ages 6 to 11 in Wisconsin are active for at least 60 minutes per day. Engaging new partners through the PAN StEM will increase access and elevate the priority of this work throughout the state. This is a multi-faceted approach to bring in multiple systems to advance this work, aligning with other work that is being done in this area throughout Wisconsin through agencies such as the Wisconsin Department for Public Instruction and Department of Children and Families.

Data Sources and Data Issues: REDCap data system

Year: 2020

Unit Type: Percentage, Unit Number: 100

ESM 8.1.1 Percent of children at Coordinated School Health priority schools, grades K through 5, who are in the normal or healthy weight zone for Body Mass Index (Arkansas)

Measure Status: Active

Measurement Quadrant: Quadrant 4: Measuring quality of effect (% of "is anyone better off")

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 7. Assure effective and equitable health systems

Service Recipient: Activities related to systems-building

Goal: Increase the number of children enrolled in public school physical education class, who are in the normal or healthy weight zone for BMI

Numerator: Number of children enrolled in CSH priority schools, grades K through 5, who are in the normal or healthy weight zone for BMI

Denominator: Number of children enrolled in CSH priority schools in grades K through 5

Significance: Increasing the amount of physical activity a child receives each week will aid in efforts to decrease childhood obesity levels.

Data Sources and Data Issues: ADH School Health Services

Year: 2020

Unit Type: Percentage, Unit Number: 100

ESM 8.1.1 Percent of children and youth enrolled in School Based Health Centers (SBHCs) who have documentation of counseling or anticipatory guidance on physical activity and nutrition during a visit to a SBHC within the past year (New York)

Measure Status: Active

Evidence Level: Moderate. Aligns with MCHbest strategy "Individual Counseling by Health Professionals"(https://www.mchevidence.org/tools/strategies/8-2.php). Find other NPM 8 provider/patient-level strategies in MCHbest.

Measurement Quadrant: Quadrant 2: Measuring quality of effort (% of reach; satisfaction)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 7. Assure effective and equitable health systems

Service Recipient: Activities directed to families/children/youth

Goal: The baseline value will be established in 2020-21, with improvement targets for subsequent years set once the baseline is available

Numerator: Children and youth enrolled in SBHCs who have documentation of counseling or anticipatory guidance on physical activity and nutrition during a visit to a SBHC

Denominator: Children with a visit to a SBHC

Significance: NY’s Title V program has important capacity to address these priorities through its School Based Health Center (SBHC) program. SBHCs serve NYS’s highest need communities and provide critical access to quality primary care for school-aged children. SBHCs are an important source of primary and preventive care services for thousands of NYS children, and have the opportunity and capacity to holistically address children’s needs. Title V staff will work with SBHCs statewide to ensure anticipatory guidance to promote proper nutrition and daily physical activity, weight status assessment, and attention to overall health promotion and chronic disease management, as part of routine primary and preventive care for children.

Data Sources and Data Issues: Data for this measure will come from the SBHC quarterly reporting system. As this is a new measure, the baseline value will be established in 2020-21, with improvement targets for subsequent years set once the baseline is available.

Year: 2020

Unit Type: Percentage, Unit Number: 100

ESM 8.1.1 # of childcare providers receiving training and technical assistance on Wyoming Healthy Policies Toolkit (Wyoming)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=child+care+training&NPM=8&State=&RBA_Category=&MCH_Pyramid=&Recipient=&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/8-physical-activity.php).

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities directed to professionals

Goal: Increase # of childcare providers receiving training and TA on Wyoming Healthy Policies Toolkit

Numerator: Total number of licensed Child Care providers through DFS who received training and TA on Wyoming Health Policies Toolkit

Denominator: N/A

Significance: Childhood obesity remains a focus as does increasing physical activity among children 6-11 years old. This is a priority among many state-level agencies and community-based partners. The Health Policies Toolkit was developed to incorporate Wyoming resources with national evidence-based or informed strategies to reduce and prevent childhood obesity.

Data Sources and Data Issues: DFS Data, Program Data, WFS Data

Year: 2020

Unit Type: Simple Count, Unit Number: 500

ESM 8.1.1 Numbers of schools MCH grantees are working in to reduce overweight and obesity in North Dakota children and adolescents. (North Dakota)

Measure Status: Active

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 7. Assure effective and equitable health systems

Service Recipient: Activities related to systems-building

Goal: To increase the percent of children and adolescents who are physically active.

Numerator: Numbers of schools MCH grantees is working in to reduce overweight and obesity in North Dakota children and adolescents.

Denominator: N/A

Significance: Regular physical activity can improve the health and quality of life of Americans of all ages, regardless of the presence of a chronic disease or disability. Physical activity in children and adolescents reduces the risk of early life risk factors for cardiovascular disease, hypertension, Type II diabetes, and osteoporosis. In addition to aerobic and muscle-strengthening activities, bone-strengthening activities are especially important for children and young adolescents because the majority of peak bone mass is obtained by the end of adolescence.

Data Sources and Data Issues: North Dakota Department of Health – The data is collected by the School Health Specialist and maintained in a database.

Year: 2020

Unit Type: Simple Count, Unit Number: 200

ESM 8.1.1 Number of schools participating in an activity (training, professional development, policy development, technical assistance) to improve physical activity among children ages 6-17. (Oklahoma)

Measure Status: Active

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities related to systems-building

Goal: Increase the number of schools participating in activities related to improved physical activity for students.

Numerator: Number of schools

Denominator: N/A

Significance: Improve quality health education for children and youth which includes physical activity, to improve the health across the lifespan for Oklahoma's youth. Increased physical activity during the school week has the potential to reduce obesity rates, assist in managing chronic health issues, and improve sleep and classroom behaviors.

Data Sources and Data Issues: Reports from contractors and Title V-funded staff working with schools

Year: 2020

Unit Type: Simple Count, Unit Number: 1,000

ESM 8.1.1 Number of schools participating in an activity (training, professional development, policy development, technical assistance, PA in-school programming, PA before and after school programming) to improve physical activity among children, ages 6-11. (Indiana)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=school&NPM=8&State=&RBA_Category=&MCH_Pyramid=&Recipient=&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/8-physical-activity.php).

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 7. Assure effective and equitable health systems

Service Recipient: Activities related to systems-building

Goal: To increase the number of schools in Indiana implementing sustainable programming related to increased physical activity in children ages 6-11.

Numerator: Number of schools participating in an activity to improve physical activity in children, ages 6 - 11

Denominator: N/A; Simple Count

Significance: The best way to know if children are engaging in physical activity is to track whether schools are providing structured programming to encourage PA. We will look at actual programming but also training an policy development to include schools who are working to develop infrastructure to improve or sustain their physical activity programming. We will analyze the current data sources to develop a baseline number of schools who are engaging in this work. We will then track how many new schools are engaging each year.

Data Sources and Data Issues: We will use grantee reports from partners that we fund; School Health Profiles data and YRBS data; annual SNAP-Ed report from Purdue Nutrition Education Program; Wellness Policy data from DOE - the challenge will be getting a truly comprehensive scan of all schools throughout the state; we may need to explore additional data sources and rely on partners to supplement our initial data scan.

Year: 2020

Unit Type: Simple Count, Unit Number: 100

ESM 8.1.1 Number of SAUs, ECEs and Afterschool/Out of School Programs that meet best practices and highest standards for physical activity. (Maine)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=school+program&NPM=8&State=&RBA_Category=&MCH_Pyramid=&Recipient=&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/8-physical-activity.php).

Measurement Quadrant: Quadrant 3: Measuring quantity of effect (# of "is anyone better off")

Service Type: Enabling services level of pyramid

Essential Public Health Services: 5. Create/champion/implement policy

Service Recipient: Activities directed to families/children/youth

Goal: Per MPS targets for 2021:126 SAUs; 635 ECE's/ Afterschool Programs reached.

Numerator: Number of sites that receive targeted outreach for improving policies and practices to meet higher standards for physical activity.

Denominator: N/A

Significance: Maine CDC will work with partners to identify sites (schools, childcare, and out of school programs) and provide targeted professional development to enhance policies and practices that impact the quality and quantity of PA for children that attend those sites. Within the five-year span Maine CDC hopes to increase the number of sites that improve their policies, standards and practices with the goal of increasing the amount of time children are physically active.

Data Sources and Data Issues: School Health Profile reports from DOE, DHHS Division of Children’s Licensing and Investigation Services for the number of Licensed Child Care (which include most Out of School programs), Maine After School Network, Let’s Go Annual School Survey, Let’s Go Maine Prevention Services Annual Report

Year: 2020

Unit Type: Simple Count, Unit Number: 1,000

ESM 8.1.1 Number of physical activity clubs or completed built environment projects (Tennessee)

Measure Status: Active

Evidence Level: Moderate. Aligns with MCHbest strategy "Infrastructure and Environmental Supports for Physical Activity" (https://www.mchevidence.org/tools/strategies/8-3.php). Find other NPM 8 community-level strategies in MCHbest.

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 7. Assure effective and equitable health systems

Service Recipient: Activities directed to families/children/youth

Goal: Increase the number of school and community based physical activity clubs or completed built environment projects

Numerator: Number of physical activity clubs or completed built environment projects

Denominator: n/a

Significance: Physical activity clubs and community built environment projects increase both access to and availability of physical activity opportunities in the community. Clubs have the additional benefit and reinforcement of being a fun, group activity. Values will be Simple Simple Counts of the number of such clubs and projects as reported to TDH through LHDs and other sources.

Data Sources and Data Issues: The CDHP/OPP tracking database of physical activity clubs and the OPP and Project Diabetes tracking databases of completed built environment projects. Historically, it has been difficult to determine what PA clubs are current and/or still active.

Year: 2020

Unit Type: Simple Count, Unit Number: 812

ESM 8.1.1 Number of early care and education professionals or providers completing training modules on nutrition, physical activity, or other obesity related opportunities. (Kentucky)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=training&NPM=8&State=&RBA_Category=&MCH_Pyramid=&Recipient=&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/8-physical-activity.php).

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities directed to professionals

Goal: Reduce by 5% the percentage of 6-17 year olds reported in the National Survey of Children’s Health (NSCH) who are obese by September 30, 2025.

Numerator: Number of training, conferences, webinars completed by early care and education professionals

Denominator: None

Significance: By training early care and education professionals , medical providers, or school staff, MCH will increase awareness of best practice intiiatives, knowledge and community policies for incorporation of healthy strategies into early care settings, school environment, or the child's home.. With increased awareness of nutrition and physical activity strategies, more young children will have an opportunity to develop healthy habits and have them role modeled.

Data Sources and Data Issues: Early care and education TRIS system, PQI data reports, TRAIN

Year: 2020

Unit Type: Simple Count, Unit Number: 10,000

ESM 8.1.1 Number of classrooms or schools that sign on to 3-4-50, including a commitment to daily recess (Vermont)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=school&NPM=8&State=&RBA_Category=&MCH_Pyramid=&Recipient=&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/8-physical-activity.php).

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 5. Create/champion/implement policy

Service Recipient: Activities related to systems-building

Goal: Reduce the risk of chronic disease across the lifespan.

Numerator: Number of classrooms or schools that sign on to 3-4-50, including a commitment to daily recess

Denominator: No denominator.

Significance: Recognizing the tendency to address chronic disease prevention and health promotion from discrete silos based on behavior or disease, HPDP has planned and implemented a two-pronged approach to communicate a coordinated message about chronic disease and engage new partners from multiple sectors to address it. 3-4-50 is a statewide initiative to create an epiphany about chronic disease and spur action to reduce the incidence of disease. Based on San Diego Simple County’s efforts using the three numbers, Vermont’s chronic disease unit has created a series of data briefs, communication tools and partner engagement materials that focus attention on the three behaviors of tobacco use, physical inactivity and poor diet that lead to the four chronic diseases of cancer, cardiovascular disease, diabetes and lung disease that together result in more than 50 percent of deaths in Vermont. This initiative seeks to make chronic disease prevention simple and to help leaders across multiple sectors in the community recognize that they are partners in prevention. Engaging worksites, schools and childcares, cities and towns, retailers, and faith communities, the message and strategies of 3-4-50 bring data and evidence-based interventions together to create a simple to understand initiative that spurs urgent action. Specifically in schools and childcare programs, 3-4-50 calls out ways to help children learn healthy behaviors from the start. Tips for each include ways to help children eat healthier foods, be more physically active and, for older children, information and skills that will help them say no to tobacco use. The 3-4-50 tips and sign on sheets build from simple, effective interventions to more complex but longer lasting policy changes that will solidify strong nutrition and physical activity programs and prevent tobacco use initiation.

Data Sources and Data Issues: Data source: Program data

Year: 2020

Unit Type: Simple Count, Unit Number: 100

ESM 8.1.1 Number of child care professionals trained on healthy behaviors for young children and creating health environments with focus on nutrition and physical activity. (Idaho)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=training&NPM=8&State=&RBA_Category=&MCH_Pyramid=&Recipient=Activities+directed+to+professionals&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/8-physical-activity.php).

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities directed to professionals

Goal: Increase the number of child care professionals trained on healthy behaviors for young children, including nutrition and physical activity.

Numerator: Number of child care professionals trained on healthy behaviors for young children and creating healthy environments with focus on nutrition and physical activity.

Denominator: NA

Significance: The "Healthy Kids, Healthy Future" program (formerly "Let’s Move" for child care providers focuses on five areas related to childhood obesity prevention: physical activity, screen time, food, beverages, and infant feeding (Let’s Move Boise, 2016). This program emphasizes the importance of training local child care providers to incorporate best practice for childhood obesity prevention (Alliance for a Healthier Generation, 2016). The Centers for Disease Control and Prevention (CDC) physical activity guidelines for children ages 8 to 11 recommend 60-minutes or more of physical activity per day (CDC, 2015). The Idaho Physical Activity and Nutrition (IPAN) program will continue to work with the seven local public health districts to provide "Healthy Kids, Healthy Future" and similar trainings to childcare providers. The Idaho STARS program (state's quality child care development system) will continue to support the "Healthy Kids, Healthy Future" program by providing professional development credits for the trainings. MCH provides funding to IPAN to support training for child care professionals and other activities to encourage healthy behaviors for young children and to create healthy environments with focus on nutrition and physical activity.

Data Sources and Data Issues: Idaho Physical Activity and Nutrition Program

Year: 2020

Unit Type: Simple Count, Unit Number: 300

ESM 8.1.1 Increase the number of programs/training's on promoting healthy eating and active lifestyle campaigns among children. (Missouri)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=campaign&NPM=8&State=&RBA_Category=&MCH_Pyramid=&Recipient=Activities+directed+to+families%2Fchildren%2Fyouth&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/8-physical-activity.php).

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 7. Assure effective and equitable health systems

Service Recipient: Activities related to systems-building

Goal: Increase the number of programs/training's on promoting healthy eating and active lifestyle campaigns among children.

Numerator: Number of programs/training's on promoting healthy eating and active lifestyle campaigns among children.

Denominator: N/A

Significance: Increasing awareness and knowledge about the importance of proper nutrition and the consequences of poor nutritional habits is a first step for good health practices. Developing skills for reading food labels and preparing healthy snacks and meals are important for improving nutritional behaviors. Creating social support networks to encourage adoption of healthy nutritional habits can be accomplished through community cooking classes, dinner clubs, and offering healthy party snacks. Child Care Wellness contracts will support LPHAs in providing training and technical assistance to child care providers in improving child care physical activity and nutrition policies and practices. LPHAs will use the University of North Carolina’s Go NAPSACC online system to assist and track child care providers’ progress.

Data Sources and Data Issues: MO DHSS Go NAPSACC data

Year: 2020

Unit Type: Simple Count, Unit Number: 5,000

ESM 8.1.10 Number of LHDs receiving training, resources, and tools to promote the mental health benefits of physical activity (Tennessee)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=technical+assistance&NPM=8&State=&RBA_Category=&MCH_Pyramid=&Recipient=&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/8-physical-activity.php).

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities directed to professionals

Goal: Increase the number of LEAs receiving professional development on the mental health benefits of physical activity

Numerator: Number of LEAs receiving professional development on the mental health benefits of physical activity

Denominator: n/a

Significance: Direct professional development among school and LEA staff is essential to promote the physical and mental health benefits of physical education and physical activity. TDH and TDE can provide the evidence-based training, technical assistance, and other resources that are critical to effective and useful professional development. Values for this measure will be Simple Simple Counts derived from program report and tracking databases that are currently being developed.

Data Sources and Data Issues: TDH/CDHP and TDE CSH tracking databases and program reports related to professional development in LEAs; databases and tracking systems are under development

Year: 2020

Unit Type: Simple Count, Unit Number: 50

ESM 8.1.11 Number of LEAs receiving professional development on mental health benefits of physical activity (Tennessee)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=professional+development&NPM=8&State=&RBA_Category=&MCH_Pyramid=&Recipient=&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/8-physical-activity.php).

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities directed to professionals

Goal: To increase the number of LEAs receiving professional development on the mental health benefits of physical activity

Numerator: Number of LEAs receiving professional development on the mental health benefits of physical activity

Denominator: n/a

Data Sources and Data Issues: TDH/CDHP and TDE CSH tracking databases and program reports related to professional development in LEAs; databases and tracking systems are under development

Year: 2020

Unit Type: Simple Count, Unit Number: 40

ESM 8.1.12 ACEs online curriculum developed and implemented (Tennessee)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=professional+development&NPM=8&State=&RBA_Category=&MCH_Pyramid=&Recipient=&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/8-physical-activity.php).

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities directed to professionals

Goal: To increase ACEs awareness

Numerator: n/a

Denominator: n/a

Significance: Adverse childhood experiences (ACEs) are traumatic events occurring before age 18. ACEs include all types of abuse and neglect as well as parental mental illness, substance use, divorce, incarceration, and domestic violence. Becoming trauma-informed is a process using knowledge about the prevalence and impact of toxic stress (e.g., ACEs) to reexamine how we see, interpret, and interact with people.

Data Sources and Data Issues: Building strong brains webpage, REDCap Portal

Year: 2020

Unit Type: Text, Unit Number: Yes/No