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Strengthen the Evidence for Maternal and Child Health Programs

Find State ESMs


Displaying records 1 through 3 (3 total).

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 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 8.2.1 Number of districts receiving training or technical assistance for strategies to create a healthy school nutrition environment, or evaluation of recess and multi-component education policies. (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=school+support&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 related to systems-building

Goal: To assist all KY school districts with development of policies for students and staff that address creation of a healthy school nutrition, environment and and multi-component physical education opportunities.

Numerator: Number of school districts receiving technical assistance or professional development training

Denominator: Number of Kentucky School Districts

Significance: This measure will allow KY to address measures taken to reduce the obesity rate among adolescents.

Data Sources and Data Issues: Kentucky Coordinated School Health data

Year: 2020

Unit Type: Simple Count, Unit Number: 173

   

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.