(image: Steps to a Healthier NY logo)

To familiarize you with the "Learning in Motion" project (formerly "3Rs in Motion") through review of its:

• Background
• Implementation
• Challenges and Solutions
• Sustainability
• Strategies for Replication

Address

• Obesity
• Diabetes type 2
• Asthma

• Increase access to physical activity
• Increase access to better nutrition
• Reduce exposure to tobacco

(image: Steps to a Healthier New York logo)

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• 9 districts
• 43,000 students K-12
• 3 districts have 25-76% subsidized school meals. Several schools have 80-90% subsidized meals.
• Wide economic disparities between districts

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1. Partnerships with stakeholders
2. Context and data-driven process
3. Training in evidence-based methods
4. Resources to share
5. Communication

• Rockland County Department of Health
• Rockland Teachers' Center Institute
• Course instructors: Nana Koch, Ed.D, Ingrid Allison, Ph. D., Jim Gilbert, MS
• Planning committee made up of 20 community and school representatives

(image: Steps to a Healthier NY logo)

• Reduction in time during the school day for recess and physical education
• No Child Left Behind Act has influenced administrative decisions to reduce "extra curricular" activities
• Students are required to sit longer hours to learn material to be covered on tests

• Steps to a HealthierNY funding
• Goals for Steps school programs include increasing access to physical activity and improved nutrition
• School Health Index is being implemented in county schools
• Formation of district School Health Advisory Councils

• Physically fit children perform better on standardized tests (California Department of Education, 2002)
• Physically engaging the learner improves memory and motivation (Ratey, Date)
• Physically engaging the learner enhances differentiated instruction (author and date)

Course content includes a focus on:

• Brain research and the impact of physical activity on learning
• Movement education and how to adapt lesson plans to incorporate physical activity
• Differentiated instruction and how learning is enhanced by including physical activity

• Gilbert, A. G. (2000). Teaching the Three R's Through Movement Experiences, Burgess Publishing Co.
• Minds in Motion: A kinesthetic approach to teaching elementary curriculum. Portsmouth, NH: Heinemann.
• Take 10: Getting kids active 10 minutes at a time. (2002) International Life Science Institute Center for Health Promotion.
• Brimijoin, K., Marquissee, E. & Tomlinson, C.A., (2003). Using data to differentiate instruction. Educational Leadership, 60(5), 70-73.
• Tomlinson, C. & Kalbfleisch, M.L. (1998). Teach me, teach my brain: A call for differentiated classrooms. Educational Leadership, 56(3), 52-55.
• Minton, S. (2003). Using movement to teach academics: An outline for success. JOPERD 74(2), 36-40.
• U.S. Department of Health and Human Services (1996). Physical Activity and Health: A Report Of the Surgeon General.
• California Department of Education. (2003) New study proves physically fit kids perform better academically. (News release from the American Alliance for Health, Physical Education, Recreation and Dance/National Association for Sport and Physical Education)

• Work with a community and school-based collaborative
• Translate public health messages into educator buzz-words ("differentiated instruction," "improve test scores,")
• Work "top down-bottom up" (get buy-in from administrators, teachers, parents and students)

• Formerly called "3 Rs in Motion: Health, the Body and Learning"
• Train elementary teachers, grades K-5, to incorporate physical activity into academic lessons by way of a 3 graduate-credit course (45 hours)
• Train teachers K-12 incorporate physical activity into academic lessons through a 1 inservice-credit course (15 hours)

• Costs for tuition and materials were underwritten for the first three years
• Teachers are mentored during the school year
• Teachers participate in an event to showcase their successes at the end of the school year

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• Maximum 32 students
• 2 teachers per building
• Principal's signature
• Prioritize schools by economic need of student body

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Course Content

• Steps to a HealthierNY
• Childhood obesity epidemic
• Healthy nutrition
• Brain and movement development
• Skills to adapt or create lessons that incorporate physical activity
• Differentiated instruction
• Familiarity with "Take 10" and other physical activity resources

(image: photo of women in an exercise class)

(image: photo of adults doing a camraderie exercise)

Graduate course participants are expected to:

• Complete the course (45 hours)
• Write and publish an article for their school newsletter based on course material
• Implement physical activity and healthy nutritional practices in the classroom
• Complete evaluation surveys
• Participate in mentoring by course instructors
• Create a presentation for the end-of-the-year showcase event

(image: Steps tp a Healthier NY logo)

(image: photos showing that what the teachers learn they pass on to their students)

• Getting administrators to be interested
  — No costs to teachers or schools during the first three years; course is grounded in research
• Ensuring that teachers use course material during the school year
  — Teachers are motivated following the course; instructors provide on-site mentoring; as a course requirement, teachers are required to participate in the showcase event
• Translate public health language and goals into education language and goals
  — Collaborate with educators

Building Sustainability

• Train more than one teacher in each building (professional support, role modeling for others)
• Require principal to sign registration form (administrative support, comfort for teachers)
• Created a shorter in-service course to serve teachers K-12 (broaden outreach, respond to expressed need)
• District wellness policies may include the requirement to use physical activity in classroom lessons
• Learning in Motion has become a regular course offering through the Teachers' Center
• In discussion – creation of a certificate program

• Work with a community collaborative to identify your resources i.e., agencies, the "movers and shakers," strategies for working with schools
• Include evidence-based components such as brain and physical activity research, professional development for teachers, Take 10!, differentiated instruction
• Use the Rockland County program as a model

"The background of understanding brain research and the need that we have to move now supports what I do in the classroom"
5th Grade Teacher

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"I see using physical activity in my lessons as a way of reenergizing the students."
3rd Grade Teacher

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"Now I think that using physical activity in my lessons is wonderful. Before, I couldn't justify it. Now, I have permission – there's research to back up the use of physical activity in the classroom."
5th Grade Teacher

Carrie Steindorff
Steps to a HealthierNY School Program Coordinator,
Rockland County Department of Health,
50 Sanatorium Road, Bldg. J, Pomona, NY 10970
(845) 364-2360
steindoc@co.rockland.ny.us
www.rocklandsteps.org

Rockland Teachers' Center Institute
65 Chapel Street, Garnerville, NY 10923
(845) 942-7601 http://www.rockteach.org