serving the nutritional needs of pre-kindergarten children in the

Serving the Nutritional Needs of Pre-Kindergarten Children in the Public School Setting:

Best Practices

National Food Service Management Institute The University of Mississippi

1-800-321-3054

2008

This publication has been produced by the National Food Service Management Institute – Applied Research Division, located at The University of Southern Mississippi with headquarters at The University of Mississippi. Funding for the Institute has been provided with federal funds from the U.S. Department of Agriculture, Food and Nutrition Service, to The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of The University of Mississippi or the U.S. Department of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. The information provided in this publication is the result of independent research produced by NFSMI and is not necessarily in accordance with U.S. Department of Agriculture Food and Nutrition Service (FNS) policy. FNS is the federal agency responsible for all federal domestic child nutrition programs including the National School Lunch Program, the Child and Adult Care Food Program, and the Summer Food Service Program. Individuals are encouraged to contact their local child nutrition program sponsor and/or their Child Nutrition State Agency should there appear to be a conflict with the information contained herein, and any state or federal policy that governs the associated Child Nutrition Program. For more information on the federal Child Nutrition Programs please visit www.fns.usda.gov/cnd.


Building the Future Through Child Nutrition

The National Food Service Management Institute (NFSMI) was authorized by Congress in 1989 and established in 1990 at The University of Mississippi in Oxford. The Institute operates under a grant agreement with the United States Department of Agriculture, Food and Nutrition Service. PURPOSE The purpose of NFSMI is to improve the operation of Child Nutrition Programs through research, education and training, and information dissemination. The Administrative Offices and Divisions of Technology Transfer and Education and Training are located in Oxford. The Division of Applied Research is located at The University of Southern Mississippi in Hattiesburg. MISSION The mission of the NFSMI is to provide information and services that promote the continuous improvement of Child Nutrition Programs. VISION The vision of the NFSMI is to be the leader in providing education, research, and resources to promote excellence in Child Nutrition Programs.

CONTACT INFORMATION

Headquarters The University of Mississippi

Phone: 800-321-3054 Fax: 800-321-3061

www.nfsmi.org

Education and Training Division Information Services Division The University of Mississippi

6 Jeanette Phillips Drive P.O. Drawer 188

University, MS 38677-0188

Applied Research Division The University of Southern Mississippi

118 College Drive #10077 Hattiesburg, MS 39406-0001

Phone: 601-266-5773 Fax: 888-262-9631

Acknowledgments

WRITTEN AND DEVELOPED BY

Kristi L. Lofton, PhD, RD Research Scientist

Mary Frances Nettles, PhD, RD

Research Scientist

EXECUTIVE DIRECTOR Charlotte B. Oakley, PhD, RD, FADA

TABLE OF CONTENTS

EXECUTIVE SUMMARY .............................................................................................................8

INTRODUCTION .........................................................................................................................11

Research Objectives

METHOD ......................................................................................................................................15

Research Plan Informed Consent

Phase I Development of Best Practice Goals and Statements Expert Panel Expert Panel Work Group Session Post Session Review Draft PreK Best Practice Guide Phase II Review Panel Data Analysis

RESULTS AND DISCUSSION....................................................................................................25

Phase I Phase II

CONCLUSIONS AND RECOMMENDATIONS ........................................................................47

REFERENCES ..............................................................................................................................49

APPENDIX A: State Agency Email ............................................................................................51

APPENDIX B: Email Invitation to Participate in Expert Panel Work Group Session................53

APPENDIX C: Confirmation and Travel Letter ..........................................................................55

APPENDIX D: Draft PreK Goals for Practice Categories...........................................................59

APPENDIX E: Draft Best Practice Statements ...........................................................................64

APPENDIX F: PreK Expert Panel Work Group Agenda............................................................75

APPENDIX G: Goal Summary Form ..........................................................................................77

APPENDIX H: Best Practice Statements Summary Form ..........................................................82

APPENDIX I: Expert Panel Post-Meeting Draft Summary Questionnaire................................95

APPENDIX J: Questionnaire of Unconfirmed Best Practice Statements,

Goals and Practice Categories ..........................................................................107

APPENDIX K: Goals as Best Practice Statements ....................................................................122

APPENDIX L: PreK Best Practices with Instructions ..............................................................125

APPENDIX M: Review Panel Email Invitations .......................................................................142

APPENDIX N: PreK Best Practice Guide Evaluation and Demographic Survey .....................144

APPENDIX O: NFSMI Best Practice Guide for School Nutrition Professionals

Serving the Nutritional Needs of Pre-Kindergarten Children ..........................154

LIST OF TABLES

Table 1: Best Practice Consensus List by Practice Categories, Goals

and Best Practice Statements .......................................................................................27

Table 2: Personal and Program Characteristics of Review Panel Members..............................29

Table 3: Mean Agreement and Standard Deviations of the Review Panel’s

Evaluation of Goals and Best Practice Statements ......................................................33

Table 4: NFSMI PreK Best Practice Guide by Practice Category, Goals,

and Best Practice Statements .......................................................................................36

Table 5: Goals and Best Practice Statements for Communication and Training.......................37

Table 6: Goals and Best Practice Statements for Administrative Support.................................40

Table 7: Goals and Best Practice Statements for Encouragement .............................................41

Table 8: Goals and Best Practice Statements for Mealtime Opportunities................................42

Table 9: Goals and Best Practice Statements for Dining Environment .....................................43

Table 10: Goals and Best Practice Statements for Nutritious Menus

and Meal Experiences ..................................................................................................44

Table 11: Goals and Best Practice Statements for Healthy Wellness Practices ..........................45

Serving the Nutritional Needs of Pre-Kindergarten Children in the Public School Setting: Best Practices

8

SERVING THE NUTRITIONAL NEEDS OF

PRE-KINDERGARTEN CHILDREN IN THE PUBLIC SCHOOL SETTING: BEST PRACTICES

EXECUTIVE SUMMARY

Decision makers in public education are increasingly recognizing the benefits of positive

early educational experiences for young children and are moving toward providing education

programs for the Pre-Kindergarten (PreK) child in the public school setting. During the

2005-2006 school year, 38 states funded PreK initiatives across the U.S. The PreK programs

offered in these school districts varied in the ages of children served, the length of the school

day, and whether meal service was provided (Barnett, Hustedt, Hawkinson, & Robin, 2006).

Many PreK programs seeking to improve school readiness include comprehensive services that

provide at least one meal; vision, hearing, health screening and/or referrals; and additional

parental involvement opportunities and support services. By including these services, PreK

programs preparing young children for success in school promote their cognitive, physical,

social, and emotional development (Shonkoff & Phillips, 2000).

School nutrition programs (SNP) serve as one of the comprehensive services that provide

food and nutrition services in PreK programs in public schools. High quality PreK programs

include school nutrition (SN) as a comprehensive service that not only provides meals necessary

to meet the nutritional needs of young children, but also provides an opportunity to promote

healthy eating, lifestyle behaviors, and attitudes essential for growth and development in young

children (Lord, Wade, & Daugherty, 2005; Shonkoff & Phillips, 2000). SN directors understand

the need for program assessment to measure the effectiveness of efforts that affect PreK


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children’s learning and development. However, there are no assessment resources for SN

directors to evaluate PreK programs and assist in elevating their overall standards.

Previous research conducted by the National Food Service Management Institute Applied

Research Division (NFSMI, ARD) assessed the perceptions, practices, and perceived barriers

faced by SN directors, SN managers, and other school professionals (principals, classroom

teachers, and early education directors) serving the nutritional needs of PreK children in the

public school setting. Findings from this research indicated that practices to meet the nutritional

needs of PreK children statistically factored into seven categories: Communication and Training,

Nutritious Menus and Meal Experiences, Administrative Support, Encouragement, Mealtime

Opportunities, Dining Environment, and Healthy Wellness Practices (Nettles, Carr, & Johnson,

2006).

The purpose of this research project was to identify the best practices or quality indicators

for SN professionals serving the nutritional needs of PreK children in the public school setting.

The researchers used a best practices research model described by Mold and Gregory (2003) to

identify best practices related to the seven practice categories from previous research for SN

professionals in school districts offering PreK programs. The research project was conducted in

two phases. In phase I, an expert panel of key stakeholders (SN directors, PreK teachers,

principals, and early education directors) from four USDA regions convened to identify goals

and best practices under the seven practice categories. The researcher provided a draft of goals

and best practice statements to expert panel members for feedback on content, scope, and

wording of quality indicators, organization, and formatting of the final guide. In phase II,

comments and suggestions from the expert panel were used to revise the best practice guide for

pilot testing by a review panel in phase II of the research project. The review panel consisted of


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SN directors, SN managers, PreK teachers, principals and early education directors with

professional expertise in PreK programs in public schools. The revised best practice guide was

sent to the review panel to pilot and complete a directed review of the guide in order to validate

and evaluate its usefulness. Based on review panel results, the best practice guide was revised

and formatted as a Web-based, self-assessment tool for use by SN professionals. The final

version of the NFSMI Best Practice Guide for School Nutrition Professionals Serving the

Nutritional Needs of Pre-Kindergarten Children consists of seven practice categories, 17 goals,

and 97 best practice statements. The guide could be used as a self-assessment tool to evaluate

and monitor the quality of nutrition services within existing PreK programs or as a resource to

plan new PreK programs.


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INTRODUCTION

Pre-Kindergarten (PreK) programs offer young children and their families educational

experiences to better prepare children to succeed in school. There is growing evidence that high-

quality PreK programs and services improve children’s educational success and well-being.

Research indicates that young children participating in high-quality PreK programs are more

prepared academically and socially for Kindergarten and first grade, have a higher level of

academic achievement, are less likely to be referred for special education services, and are less

likely to repeat a grade or drop out of primary and secondary school (Denton, 2001; Gormley,

Gayer, Philips, & Dawson, 2005). Policy makers recognize the benefits of positive early

educational experiences for young children and support state-funded PreK program initiatives in

public schools. During the 2005-2006 school year, 38 states had at least one state-funded PreK

program. State-funded PreK programs in these school districts varied by the age of children

served, length of the school day, and whether meal service was being provided (Barnett, et al.,

2006). Due to the complexities and variations in PreK programs in public schools, policymakers’

demand for evidence of high-quality Pre-K program effectiveness continues to be a primary

issue associated with continuous funding and support.

Growing evidence suggests that PreK programs committed to goals to improve children’s

readiness for school have shown significant short-term and long-term effects on children’s

cognitive growth and development (Gormley et al., 2005; Southern Rural Education Board,

2001; Temple, Reynolds, & Miedel, 2000). Essential characteristics of high-quality PreK

programs evaluated include provisions and standards to protect children’s health and safety; low

student-to-teacher ratios and small classes; qualified, well-compensated teachers; appropriate


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learning curricula, and parent and community involvement (Denton, 2001; Scott-Little, Kagan,

& Frelow, 2003).

Health and safety standards are the most basic requirements for children in any living and

learning environment (Denton, 2001). Many PreK programs that seek to improve school

readiness beyond basic health and safety standards include comprehensive services that provide

at least one meal; vision, hearing, health screening and/or referrals; and additional parental

involvement opportunities and support services. By including these services, PreK programs

preparing young children for success in school involve not only their cognitive development but

their physical, social and emotional well-being (Shonkoff & Phillips, 2000). School nutrition

(SN) programs are an important part of PreK programs in public schools and make the following

important contributions: provide food and services essential for optimal growth; promote healthy

eating practices; and promote healthy physical, social and emotional development of young

children. High quality PreK programs include SN programs as a comprehensive service that not

only provide meals necessary to meet the nutritional needs of young children but also

opportunities to promote healthy eating and lifestyle behaviors and attitudes essential for growth

and development in young children. Therefore, establishing quality standards or best practices

for SN services is an essential part of meeting overall PreK program standards (Lord, et al.,

2005; Shonkoff & Phillips, 2000).

Research conducted by the National Food Service Management Institute Applied

Research Division (NFSMI, ARD) assessed the perceptions, practices, and perceived barriers

faced by SN directors, SN managers, and other school professionals (principals, classroom

teachers, and early education directors) serving the nutritional needs of PreK children in the

public school setting. Research findings suggest that serving the nutritional and developmental


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needs of PreK children is a more wide-ranged, complex undertaking than just serving meals. The

practices in serving the nutritional needs of Pre-K children statistically factored into seven

categories: Communication and Training, Nutritious Menus and Meal Experiences,

Administrative Support, Encouragement, Mealtime Opportunities, Dining Environment, and

Healthy Wellness Practices. Findings indicate that a team-centered approach, effective

communication, and the seven practice categories are components necessary to implement the

provisions for quality nutrition services for PreK children (Nettles, Carr, & Johnson, 2006).

The NFSMI research also identified the need to ascertain the quality indicators or best

practices that programs implement when serving the nutritional needs of PreK children by

focusing on the seven practice categories. Mold and Gregory (2003) described the best practice

approach as a systematic process used to identify, describe, and disseminate effective and

efficient strategies developed and refined by practicing professionals. Best practices are utilized

by professionals as a guide to achieve a desired outcome and reduce the risk for complications in

operations (Mold & Gregory, 2003). The best practices research model (BPRM) proposed by

Mold and Gregory (2003) consists of five steps for developing best practices and management

approaches in real-life practice settings. These steps include the development of a best practices’

conceptual model, defining the “best” method based on program and practices, identification and

evaluation of the draft best practice guide, combining or revising best practice guide

components, and evaluating the final guide. The BPRM has been used to develop best practices

for program success by experts and professionals working in actual practice settings.


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Research Objectives

• Determine the best practices or quality indicators related to Communication and Training,

Administrative Support, Encouragement, Mealtime Opportunities, Dining Environment,

Nutritious Menus and Meal Experiences, and Healthy Wellness Practices

in PreK programs.

• Compile a best practice guide that can be used as an implementation resource or

assessment tool for SN programs.

• Validate and evaluate the usefulness of the best practice guide.


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METHOD

Research Plan

To accomplish the research objectives, the project was conducted following the BPRM

described by Mold and Gregory (2003). The research project was conducted in two phases using

an expert panel and review panel to identify, reach consensus, and evaluate goals and best

practice statements for serving the nutritional needs of PreK children. Phase I utilized an expert

panel consisting of SN directors, school administrators, and early education directors to assist

with the development of best practice goals and statements. Information from Phase I was used

to revise and format the draft best practice guide that was then sent to the Phase II review panel

of state agency personnel, school administrators, and SN directors to evaluate.

Informed Consent

The researcher followed consent procedures established by the Human Subjects

Protection Review Committee at the University of Southern Mississippi for this research

project. There were no identifying codes used to identify either participants in the expert panel

or the review panel participants in Phase I and Phase II of the research project. Agreement to

participate in research activities associated with this project served as consent.

Phase I

Development of Best Practices Goals and Statements

To accomplish the research objectives, the BPRM described by Mold and Gregory (2003)

was used to guide the research process for this project. NFSMI, ARD research described seven

practice categories for serving the nutritional needs of PreK children in the public school setting

that will provide the framework for these best practice statements:

• Communication and Training,


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• Nutritious Menus and Meal Experiences,

• Administrative Support,

• Encouragement,

• Mealtime Opportunities,

• Dining Environment, and

• Healthy Wellness Practices.

The researchers reviewed previous research from various sources related to PreK children

prior to drafting best practice goals and statements. In addition to drafting statements from

published regulations and standards for young children served through the National School

Lunch Program (NSLP), educational resources and standards for the Child and Adult Care Food

Program (CACFP) were also used to capture quality indicators that meet the developmental and

age-appropriate needs of PreK children. These resources included the following:

• Building for the Future: Nutrition Guidance for the Child Nutrition Programs (FNS-279, p. 94). (1992). Washington, DC: United States Department of Agriculture, Food and Nutrition Services. • Copple, C. & Bredekamp, S. (2006). Basics of Developmentally Appropriate

Practice - Introduction for Teachers of Children 3-6. Washington, DC: National Association for the Education of Young Children. • Martin, J. & Conklin, M. (Eds.). (1999). Managing Child Nutrition Programs:

Leadership for Excellence. Gaithersburg, MD: Aspen Publishers. • National Association for the Education of Young Children Academy for Early Childhood

Program Accreditation and Standards. Retrieved February 2007 from http://www.naeyc.org/academy/NAEYCAccreditationCriteria.asp. • National Food Service Management Institute. (2003). Happy Mealtimes for Healthy Kids. University, MS: Author.

• Oakley, C., & Carr, D. (2003). Steps to Nutrition Success Checklist Child Care Centers:

A program self-assessment resource. Retrieved February 2007 from http://www.nfsmi.org/Information/childcare_centers_checklist.pdf.


17

• Oakley, C. & Carr, D. (2003). Steps to Nutrition Success Checklist Family Day Care Homes: A program self-assessment resource. Retrieved February 2007 from http://www.nfsmi.org/Information/fdch_checklist.pdf.

The initial draft of the PreK best practice document consisted of 30 goals and 140

statements/quality indicators focusing on the seven practice categories.

Expert Panel

State agency child nutrition directors were asked to recommend SN directors from public

school districts with exemplary PreK programs to participate in the research project (Appendix

A). The SN directors were emailed details of the project and invited to attend a day and a half

work group session. Since effective communication and a collaborative team approach with

other school personnel is critical, the SN directors were also asked to provide contact

information for PreK teachers, principals, administrators, and early education directors who

could also serve on the expert panel. All potential participants were emailed an invitation

explaining the research project and the purpose of the work group session (Appendix B). Seven

SN professionals and school administrators representing four USDA regions were selected to

participate on the expert panel. After panel members agreed to participate, confirmation letters

were mailed with additional information on the work group session and travel arrangements

(Appendix C).

Expert Panel Work Group Session

In preparation for the work group session, a packet was mailed to expert panel members

that included a cover letter, instructions, and two pre-meeting documents containing the practice

categories, draft goals, and draft best practice statements. An NFSMI Insight which presented an

overview of previous research was also included in the packet. As panel members reviewed the


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first pre-meeting document containing the draft goals, they were instructed to assess the context

of each goal while considering the following three questions:

1) Could this be a goal related to serving the nutritional needs of PreK children in my

school district?

2) Could this be a goal related to serving the nutritional needs of PreK children that SN

professionals support in other school districts throughout the country?

3) Is this an attainable goal in serving the nutritional needs of PreK children?

Expert panel members were also asked to indicate which practice category (or categories) each

goal could be classified (Appendix D).

The second pre-meeting document contained a draft of 140 best practice/quality indicator

statements (Appendix E). Panel members were asked to review each statement for specificity

while considering the following questions:

• Does the best practice statement represent a best practice for serving the nutritional needs

of PreK children in my school district?

• Does the best practice statement represent a best practice for serving the nutritional needs

of PreK children in school districts throughout the U.S.?

• Is this statement a best practice for serving the nutritional needs of PreK children?

• Can this best practice statement be assessed?

Space was provided on both documents for panel members to provide comments on

organization, content, clarity, and wording of goals and best practice statements. Additional

space was provided on the draft documents to make revisions of goals and best practice

statements or to write additional goals and statements not included in the draft.


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Seven expert panel members attended the work group session. The work group session

was facilitated by three NFSMI, ARD researchers. Panel members were purposefully divided

into two work groups based on their professional role in PreK programs. Each group consisted of

a PreK administrator and two to three SN professionals to capture panel members’ perspectives

on their professional roles and experiences in diverse PreK programs. Both subgroups

participated in work group discussions and consensus building activities (Appendix F) to

accomplish the following objectives:

• Review the wording of each draft goal and take action,

• Sort goals into practice categories and identify additional goals, if necessary,

• Review the wording of each draft best practice statement and take action,

• Sort best practice statements under the appropriate goals and practice categories,

• Identify additional best practice statements needed to achieve goals under each practice

category, and

• Discuss appropriate format and design for the Web-based best practice guide for use by

SN professionals.

The first activity for panel members was to evaluate the draft goals. Each subgroup was

asked to be mindful that goals were broad statements and provide the context for what is to be

accomplished under the practice categories, not only in their schools, but in other PreK programs

across the U.S. Each subgroup discussed three options for each goal and reached consensus for

their group’s recommendations. The options were to:

• Accept each goal as stated with no changes,

• Modify the wording of the goal, or

• Delete the goal.


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Once the wording was agreed upon, the subgroup placed each goal under the appropriate practice

category. They were also asked to identify any missing goal(s), write the new goal(s), and place

it into one of the practice categories. Each subgroup used the goal summary form (Appendix G)

to verify that they had not overlooked any goals and to capture the revised wording. The

researchers used consensus building steps to reach agreement with all panel members on a course

of action for the wording of goals and placement of goals under the practice categories. As each

practice category was discussed, an NFSMI, ARD researcher summarized the dialogue

concerning the course of action for each goal.

The second work group activity focused on the best practice statements. Panel members

were asked to be mindful that best practice statements were more specific than goals and should

be reviewed as measurable or achievable objectives necessary to reach or attain goals under the

practice categories. For this activity, each subgroup was instructed to use the same process as

was used for the goal statements. Once the subgroup members reached agreement on the

wording of the best practice statements, they placed the statements under the appropriate goal

and practice category. Each subgroup’s agreement on best practice statement wording, and

placement of each statement under goals and practice categories were recorded on a best practice

summary form (Appendix H).

The researchers used consensus building steps to reach agreement with all panel

members on a course of action for the wording of best practice statements and placement of best

practice statements under goals and practice categories. Due to time constraints, the expert panel

did not reach agreement for placement of all best practice statements under the goals and practice

categories during the work group session. NFSMI researchers determined that a post-work group

session review was necessary to confirm the recommendations of the expert panel.


21

The last work group activity required the panel members to discuss various Web-based

formats that could be used for the PreK best practice guide and to review examples of self-

assessment forms and checklists. Panel members recommended a checklist format that would

include the practice category as the primary heading, the goal as a secondary heading, and the

appropriate best practice statements to follow after each goal.

Post Session Review

Following the expert panel work group session, the researcher used the subgroups’ goal

and best practice statement summary forms and the researchers’ discussion notes to formulate

three post-expert panel review questionnaires. The first post-session questionnaire summarized

the goals and best practice statements for the practice categories that were agreed upon at the

work group session (Appendix I). The second questionnaire contained the list of unconfirmed

goals and best practice statements (Appendix J). The third questionnaire contained goals that

each work group decided should be best practice statements (Appendix K).

The researcher emailed the three post-session questionnaires with instructions to

complete the review process to the expert panel members. The objectives of the post session

review were as follows:

• Review the draft summary of best practice statements, goals and practice categories

confirmed during the expert panel work group session and confirm the best practice

statements and goals;

• Determine if the unconfirmed list of best practice statements grouped by the expert panel

support the achievement of each goal and practice category; and

• Sort goals that the subgroups considered to be best practice statements under the

appropriate goal and practice category.


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Five of the seven (71%) expert panel members returned the post session review questionnaires.

The researcher used their responses to formulate the draft best practice guide and the evaluation

questionnaire for the national review panel in the next phase of the project.

Draft PreK Best Practice Guide

The draft PreK best practice guide contained the seven practice categories, 23 goals and

142 best practice statements (Appendix L). Following the expert panel recommendation, the

draft guide was designed into a checklist format. Each practice category contained a description

of the category, one or more goals, and the related best practice statements. A 4-point scale was

used that would allow the SN professional to assess the degree to which their SN program was

achieving each best practice statement. The categories in the 4-point scale were 1

(unsatisfactory), 2 (needs improvement), 3 (area of strength), and 4 (demonstrates excellence).

An additional column (not applicable) was provided for responses to best practice statements

that do not apply to SN professional’s school and/or SN program.

Phase II

Review Panel

In Phase I of the research project, state agency directors were asked to submit names of

SN professionals to participate in both the expert panel and the review panel. SN professionals

were selected from this pool of names and asked to participate on the Phase II review panel. In

addition to this list of names, expert panel members were also asked to participate. The

researcher emailed potential review panel members outlining the details of the research project

and inviting them to participate in the review (Appendix M). Seventeen SN professionals,

representing ten states and the District of Columbia in six USDA regions agreed to serve on the

review panel. Participants consisted of SN directors, nutrition and child care consultants, and


23

state agency representatives. The main objectives of the review were to evaluate the usefulness

of the guide by assessing the efficacy of the PreK best practice guide as a self-assessment tool,

and confirming the placement of best practice statements under related goals and practice

categories.

Each review panel participant received a review packet that included a cover letter,

instructions, a draft PreK best practice guide, an evaluation questionnaire, and a demographic

survey. Review panel members were asked to assess best practices at their school and SN

program. After completion of the draft PreK best practice self-assessment, reviewers were asked

to then complete an evaluation form to assess their level of agreement with the goals and best

practice statements in the seven practice areas. For each practice category, review panel

participants were asked to indicate their agreement with five questions using a scale ranging

from 1 (strongly disagree) to 4 (strongly agree). The evaluation questions were as follows:

• The goals and best practices under this practice category are clearly stated.

• All of the best practices under the goals and practice category are measurable.

• The best practices listed under the goals identify performance standards needed to serve

PreK children.

• The best practices will help achieve the goals under this practice category.

• All of the best practices listed are applicable to meet the needs of PreK children in public

schools.

Open-ended questions and space for input were also provided on the evaluation form for expert

panel members to offer comments and suggestions on the wording and scope of the goals and

best practice statements. The comment questions were as follows:

• Are there additional best practices needed to fulfill these goals?


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• Are there best practices that do not fit under the goals and practice category?

• Are there best practices that need to be modified to fit under these goals and practice

category?

The demographic survey asked review panel members to provide additional information about

themselves, their school district and SN operation. They responded to questions related to their

highest education level, certification/credentialed status, and information about their PreK and

SN programs (Appendix N). The draft PreK best practice guide with instructions, evaluation

form, demographic survey, cover letter, and a self-addressed, postage-paid return envelope were

mailed to the 17 review panel participants. The cover letter informed review panel participants of

the purpose of the project, asked for their participation, assured them confidentiality of their

responses, and provided researchers’ contact information for questions and concerns. No

identifying codes were placed on the guide, evaluation form or demographic survey, thus

preserving the anonymity of the review panel. The review panel participants were instructed to

return the completed PreK best practice guide, evaluation form, and demographic survey in the

self-addressed, postage-paid return envelope within two weeks of receipt of the review packet. A

follow-up email was sent to all review panel participants encouraging them to complete and

return all requested documents.

Data Analysis

The evaluation questionnaire and demographic survey were analyzed using the statistical

package SPSS Version 15.0 for Windows. Descriptive statistics included means, standard

deviations, and frequencies of total responses.


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RESULTS AND DISCUSSION

The purpose of this research project was to determine the best practices/quality indicators

to assist SN professionals who provide food and nutrition services to PreK children in public

schools. Seven practice categories identified in previous NFSMI research and 30 goals and 140

statements/quality indicators identified from previously cited regulations and standards were

drafted as practices and/or strategies essential for meeting the nutritional needs of PreK children.

SN directors, school administrators, and PreK directors participated in an expert panel (Phase I)

and review panel (Phase II) to reach consensus on quality indicators and best practices regarded

as essential elements for exemplary PreK programs in public schools.

Phase I

An expert panel was convened to review draft goals and best practice statements for the

seven practice categories as outlined by the “Best Practice Research Model” (Mold & Gregory,

2003). Of the seven school professionals invited to participate in the expert panel session, all

seven completed the pre-meeting assignments and attended the expert panel session (100%

participation rate). Five of the expert panel members were SN directors (71.4%), one (14.3%) a

school administrator, and one (14.3%) a PreK director. All were recommended because of their

major role with the PreK programs in their school districts.

During the work group session, expert panel members were asked to evaluate the draft

goals and then take action to keep, modify, combine, or delete. Expert panel members were then

asked to place goals under the appropriate practice categories. The same process was used in the

evaluation of the draft best practice statements. Throughout the process, the researcher asked the

expert panel members to remember that the goals identified for each practice category should be

attainable and the best practice statements should support the achievement of the goal and be


26

measurable. The work group session time expired before reaching consensus on all best practice

statements. Work group session results were summarized and final consensus on the placement

and formatting of practice categories, goals, and best practice statements occurred via email

correspondence.

Six of the seven (86%) expert panel members completed all the steps required for the

initial evaluation phase of the BPRM. The draft list of categories, goals, and best practices before

the expert panel review and after expert panel consensus is described in Table 1. The revision

from the expert panel resulted in 23 goals and 141 best practice statements. The revised draft list

of practice categories, goals, and best practices were formatted based on suggestions from the

expert panel into a self-assessment checklist to be used by SN professionals.


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Table 1 Best Practice Consensus List by Practice Categories, Goals and Best Practice Statements Consensus

Before Consensus

After Consensus

Communication and Training

Goals 8……… 7.……..

Best Practice Statements 45……… 47.……..

Administrative Support

Goals 5……… 1.……..


Encouragement

Goals 3……… 3.……..


Mealtime Opportunities

Goals 2……… 2.……..


Dining Environment

Goals 2……… 2.……..


Nutritious Meals and Meal Experiences

Goals 4……… 4.……..

Best Practice Statements 19……… 16.……..……..

Healthy Wellness Practices

Goals 5……… 5.……..



28

Phase II

Of the seventeen professionals invited to participate in the review panel evaluation

process, fourteen (82%) completed the self-assessment checklist, evaluation form, and

demographic survey. Demographic information for the review panel members is presented in

Table 2. Review panel members represented six of the seven USDA regions. Eight (57%) of the

review panel participants described their job title as SN director, and two (14%) as state agency

staff. The four panel members (29%) who indicated their title as other PreK personnel worked as

consultants/monitors for Head Start and PreK in public schools. Eight of the panel members

(57%) have worked with SN programs for eleven years or more and 86% had at least one

certification or credential associated with nutrition, education or other certification in medicine.

Seven review panel members (57%) indicated that their schools served PreK through 12th grade.

The majority of review panel members indicated that 86% of their school districts have PreK

programs in three or more schools, and 64% of these school districts serve more than 100 PreK

children who are ages three and four (79%). Nine members (64%) of the review panel reported

serving two meals and a snack under the NSLP to PreK children.


29

Table 2 Personal and Program Characteristics of Review Panel Members Question

Frequencya

%

What best describes your job title?

School Nutrition Director 8 57.1

Other 4 28.6

State Agency Personnel 2 14.3 How long have you worked in school nutrition programs?

More than 20 years 4 28.6

11 to 15 years 4 28.6

6 to 10 years 3 21.4

1 to 5 years 2 14.3

16 to 20 years 1 7.1 What is your certification/credentialed status?b

SNA certification 4 28.6

State Department of Education certification 3 21.4

SNS credentials 3 21.4

Registered Dietitian 3 21.4

Other 3 21.4

Licensed Dietitian/Nutritionist 2 14.3

Not certified 2 14.3

a Total N varies based on responses for each question (table continues) b Total exceed 100% since respondents could select more than one response


30

Table 2 (continued) Personal and Program Characteristics of Review Panel Members Question

Frequencya

%

What is your highest level of education?

Baccalaureate degree 4 33.3

Doctorate degree 2 16.7

Graduate credits beyond Master’s degree 2 16.7

Master’s degree 2 16.7

Some graduate credits 1 8.3

Associate degree 1 8.3 Which of the following categories best describes the grade levels serviced at your schools?

Other 7 58.3

PreK to Lower Elementary 3 25.0

PreK to Upper Elementary 2 16.7

How many elementary schools in your district offer PreK programs/services?

Five or more 7 50.0

Three 3 21.4

Four 2 14.3

Two 1 7.2

One 1 7.1 a Total N varies based on responses for each question (table continues) b Total exceed 100% since respondents could select more than one response


31


Frequencya

%

Which of the following categories best describes the PreK ages serviced at your schools?

Ages 3 and 4 11 78.6

Age 4 only 3 21.4

How many schools in your district offer nutrition services to the PreK program?

Five or more 5 41.7

Three 3 25.0

Two 3 25.0

One 1 8.3 How many PreK students are served in your school district?

More than 400 PreK students 5 35.7

26 to 100 4 28.6

101 to 200 2 14.3 Which best describes the food program you follow for your PreK program?

Food served under NSLP guidelines 9 75.0

Food served under CACFP guidelines 3 25.0 a Total N varies based on responses for each question (table continues) b Total exceed 100% since respondents could select more than one response


32


Frequencya

%

Which of the following describes the meals served to PreK children?

2 meals + 1 snack 9 69.2

Depends on length of PreK program day 4 30.8

In what USDA Region do you work?

Southeast 3 21.4

Mid-Atlantic 3 21.4

Mountain Plains 3 21.4

Southwest 2 14.3

Western 2 14.3

Northeast 1 7.2 a Total N varies based on responses for each question b Total exceed 100% since respondents could select more than one response

Review panel participants were instructed to use the PreK best practice guide to assess

their school and SN program and complete an evaluation form on the goals and best practice

statements in the seven practice categories. For each practice category, review panel participants

indicated their agreement with five evaluation questions using a scale ranging from 1 (strongly

disagree) to 4 (strongly agree). The review panels’ mean agreement ratings on the evaluation

questions are displayed in Table 3. All seven practice categories had mean agreement ratings of

3.0 or greater for the evaluation questions. These ratings indicated a high level of agreement that


33

the goals and best practices were stated clearly, were measurable and achievable, and the goals

and best practice statements were similar to performance standards necessary for PreK children.

Table 3 Mean Agreement Ratings and Standard Deviations of the Review Panels’ Evaluation of Goals and Best Practice Statements

Level of Agreementa

Mean (Standard Deviation)

Evaluation Statement

Com

mun

icat

ion

and

Trai

ning

Adm

inis

trativ

e Su

ppor

t

Enco

urag

emen

t

Mea

ltim

e O

ppor

tuni

ties

Din

ing

Envi

ronm

ent

Nut

ritio

us M

eals

an

d M

eal

Expe

rienc

es

Hea

lthy

Wel

lnes

s Pr

actic

es

Goals and best practices under this practice category are clearly stated.

3.4

(0.5)

3.3

(0.9)

3.4

(0.5)

3.5

(0.5)

3.4

(0.5)

3.3

(0.9)

3.4

(0.5) All of the best practices under the goals and practice category are measurable.

3.1 (0.5)

3.1 (0.3)

3.0 (0.0)

3.1 (0.5)

3.1 (0.5)

3.1 (0.5)

3.0 (0.0)

The best practices listed under the goals identify performance standards needed to serve PreK children.

3.1

(0.5)

3.2

(0.4)

3.1

(0.5)

3.1

(0.3)

3.1

(0.3)

3.1

(0.5)

3.1

(0.5) The best practices listed will help achieve the goals under this practice category.

3.3

(0.5)

3.1

(0.5)

3.4

(0.5)

3.3

(0.5)

3.1

(0.5)

3.2

(0.4)

3.1

(0.5) All of the best practices listed are applicable to meet the needs of PreK children in public schools.

3.1

(0.3)

3.1

(0.4)

3.3

(0.9)

3.0

(0.0)

3.2

(0.4)

3.2

(0.4)

3.1

(0.5) a Scale = 1 (strongly disagree) to 4 (strongly agree)

Additional space on the evaluation form was provided for review panel members to offer

comments and suggestions for deleting, modifying, or combining goals and best practice

statements. All review panel members recorded comments about deleting duplicate best practice


34

statements and offered suggestions for placement of best practice statements and goals under

practice categories to improve the best practices guide. Researchers reviewed the comments and

incorporated suggestions from the review panel when finalizing the best practice guide. The final

version of the best practice guide consisted of seven practice categories, 17 goals, and 97 best

practice statements (Table 4).


35

Table 4 NFSMI PreK Best Practice Guide by Practice Category, Goals, and Best Practice Statements Best Practice Categories

Before Review Panel

Evaluation

After Consensus


Goals 17 16

Best Practice Statements 47 41 Administrative Support

Goals 11 12

Best Practice Statements 10 19 Encouragement

Goals 13 12

Best Practice Statements 10 17 Mealtime Opportunities

Goals 1 11

Best Practice Statements 10 16 Dining Environment

Goals 2 12

Best Practice Statements 19 19 Healthy Wellness Practices

Goals 15 12

Best Practice Statements 29 14 Nutritious Meals and Meal Experiences

Goals 14 12

Best Practice Statements 16 11


36

Previous NFSMI, ARD research suggested a team approach and effective communication

between school staff is essential in meeting the nutritional needs of PreK children. The practice

category, “Communication and Training,” contains six goals and 41 best practice/quality

indicator statements (Table 5). Best practices/quality indicators in this category relate to

communication and training issues associated with child development, nutrition education, and

collaboration as necessary elements for serving the educational and social needs of PreK

children. Goals and best practices under “Communication and Training” also reflect specific roles

and duties of school nutrition staff, as team members, who collaborate with PreK teachers,

principals, and early education directors to provide comprehensive services to PreK children.

Table 5 Goals and Best Practice Statements for Communication and Training Goal 1. School staff is trained in the area of child development to meet the needs of Pre- Kindergarten (PreK) children. 1. The school nutrition staff receives training on appropriate ways to communicate, interact,

and be sensitive and responsive to differing abilities and temperaments of PreK children. 2. School nutrition staff receives training on social, cognitive, and other development issues

in PreK children. 3. The school nutrition director provides training/information to the school nutrition staff on

menu and nutrition needs of PreK children. 4. The school nutrition staff is trained in customer service strategies appropriate for PreK

children. 5. Nutrition concerns about PreK children with special needs are addressed in a timely

manner. 6. The PreK teachers and/or members of the school nutrition staff receive training in nutrition

education activities to promote healthy eating habits. 7. PreK teachers and school nutrition staff are trained in the importance of good nutrition to

educational preparedness of PreK children. (table continues)


37

Table 5 (continued) Goals and Best Practice Statements for Communication and Training Goal 2. School professionals work together as a child-centered cohesive team to better serve PreK children. 8. School nutrition staff, PreK teachers, and other school staff communicate with parents to

identify PreK children’s needs during the enrollment process. 9. School nutrition staff and PreK teachers work as a team to disseminate information to

parents to meet the nutritional needs of PreK children.

10. The school nutrition program has a plan to review and implement program improvements regarding PreK services.

11. At least one school staff member in the dining area has received training and certification

in CPR and first-aid.

12. Menus are available and distributed to administrators, teachers, and the school community.

13. Parents of PreK children who are unable to pay for meals and/or snacks are provided information regarding free/reduced eligibility and applications.

14. School administrators adjust meal schedules to meet the developmental needs of PreK

children.

15. PreK teachers partner with the school nutrition staff to use the cafeteria as a learning lab for PreK children.

16. School nutrition staff works with PreK teachers to integrate nutrition-related activities into

the PreK learning curriculum.

Goal 3. School staff, administrators, and parents are familiar with food and nutrition procedures appropriate for PreK children. 17. The school nutrition program collects and analyzes data to monitor and evaluate services

provided by the School Nutrition Program to PreK children.

18. The school nutrition staff follows the USDA meal pattern to meet the nutritional needs of PreK children.

19. All food and nutrition procedures are consistent with the federal, state and local guidelines

and the local wellness policy.

20. Selected food items for PreK children are evaluated regularly for nutritional content and appropriate portion size.

(table continues)


38

Table 5 (continued) Goals and Best Practice Statements for Communication and Training Goal 4. School staff is trained in food and nutrition policies and procedures.

21. PreK teachers and school nutrition staff are trained on health, safety, and emergency

guidelines to protect PreK children.

22. The school nutrition staff is trained on the USDA meal pattern to meet the nutritional needs of PreK children.

23. School staff is trained on food safety and sanitation guidelines.

24. The school staff is trained on food and nutrition procedures for feeding children with

allergies and special needs. 25. The school nutrition program has developed and implemented policies and procedures to

inform parents about nutrition-related issues.

26. A plan or procedure is in place to feed PreK children who come to school hungry or have missed an opportunity for meals.

27. School nutrition staff receives training on policies and procedures associated with feeding

PreK children.

28. School nutrition staff receives training on policies and procedures to feed PreK children who arrive to school hungry.

Goal 5. School nutrition directors, school staff and parents maintain an on-going line of communication to serve the needs of PreK children. 29. Nutrition information encouraging healthful eating and active living practices is

disseminated to parents via menus, website, newsletter and other means, as appropriate.

30. The school staff communicates to parents in their preferred language or through translation.

31. The school district and school nutrition program documents and addresses parental

concerns through ongoing communication.

32. PreK teachers and school nutrition staff work with parents to address special diet needs of PreK children.

33. School staff communicates with parents about policies and procedures to feed PreK

children who arrive to school hungry.

(table continues)


39

Table 5 (continued) Goals and Best Practice Statements for Communication and Training 34. The school nutrition manager and designated school staff meet to assess menu issues that

affect PreK children.

35. PreK children who are unable to pay for meals and/or snacks are fed following guidelines established by the school district.

36. The school district director provides information on menu and feeding issues associated

with PreK children, to parents and school staff. 37. The school nutrition manager and designated school staff meet to assess menu issues that

affect PreK children.

Goal 6. Partnerships are established with parents and community agencies to promote nutrition education. 38. The school nutrition program informs parents and community agencies about nutrition-

related issues and services.

39. The school nutrition program identifies and develops partnerships with community agencies to provide nutrition education for PreK children.

40. The school nutrition program utilizes community resources to achieve goals for meeting

the nutritional needs of PreK children.

41. The school nutrition program promotes nutrition education activities to encourage PreK children to engage in healthy eating habits.

42. Nutrition information is disseminated to parents to encourage modeling of healthy eating

behaviors and promotion of healthy food options.


40

“Administrative Support” is the second practice category and relates to the role of school

administrators in supporting food and nutrition services as an integral part of the PreK program

and supervising PreK program dynamics. “Administrative Support” consists of two goals and

nine best practice/quality indicator statements that focus on the administrators’ support of the

nutrition program as a fundamental part of the PreK team. The “Administrative Support”

category is presented in Table 6.

Table 6 Goals and Best Practice Statements for Administrative Support Goal 1. School administrators foster a cohesive team and a child-centered learning environment for children. 1. School administrators encourage and support nutrition education in the classroom. 2. School administrator(s) support a consistent routine for PreK children. 3. School administrator(s) support and encourage the participation of the school nutrition

director/manager in school staff meetings. 4. School administrators support education and training of PreK teachers and school nutrition

staff in the area of child development. 5. School administrators support the partnerships established between schools, parents, and

community agencies to promote nutrition education.

Goal 2. School administrators recognize the importance of proper nutrition and nutrition environment as an integral part of educating PreK children. 6. School administrators adjust meal schedules to meet the developmental needs

of PreK children.

7. School administrators ensure that PreK children have enough time to eat meals and snacks without hurrying.

8. School administrators support a dining environment at meal time that is pleasant, attractive,

safe, and sanitary. 9. School administrators schedule recess/play time prior to lunch.


41

The “Encouragement” practice category contains two goals and seven best

practice/quality indicator statements. “Encouragement” relates to the motivational support

among PreK partners to promote nutrition education to PreK children, parents, and the

community. The goals and best practice statements for the “Encouragement” practice category

are presented in Table 7.

Table 7 Goals and Best Practice Statements for Encouragement Goal 1. School professionals work together as a child-centered cohesive team to better serve PreK children. 1. School nutrition staff is encouraged to work with PreK teachers to integrate nutrition-related

activities into the PreK learning curriculum. 2. PreK teachers and parents are encouraged to talk about healthy foods in a positive way to

PreK children. Goal 2. Partnerships are established with parents and community agencies to promote nutrition education to PreK children. 3. School staff provides nutrition education information to parents in their preferred language

or through translation. 4. The school nutrition director/manager and school staff partner with community

organizations to share nutrition information and resources. 5. School administrators, PreK teachers and school nutrition staff support and encourage

parents to join their PreK children during meals and snacks. 6. School nutrition staff and PreK teachers provide information to parents to encourage

modeling of healthy eating behaviors. 7. The school nutrition director provides information to PreK teachers and parents on menu

and feeding issues to encourage and support healthy eating behaviors.


42

The fourth practice category is “Mealtime Opportunities” and consists of one goal and six

best practice/quality indicator statements (Table 8). The best practice statements within the

“Mealtime Opportunities” category relate to the many possibilities for learning and interaction

with PreK children that can occur during mealtime.

Table 8 Goals and Best Practice Statements for Mealtime Opportunities Goal 1. Mealtime provides an opportunity to promote good nutrition, healthy eating, and socialization of PreK children. 1. PreK teachers encourage PreK children to eat a variety of foods. 2. PreK teachers are encouraged to serve as role models by eating school

meals with PreK children. 3. PreK teachers are encouraged to engage PreK children in conversation about the

foods served. 4. Children are encouraged to try the foods offered, including new unfamiliar foods. 5. PreK teachers and parents are encouraged to talk about healthy foods in a positive way to

PreK children. 6. PreK teachers and school nutrition staff engage in calm and positive verbal and nonverbal

communication with PreK children.


43

The “Dining Environment” practice category relates to providing a positive mealtime

experience that is age and developmentally appropriate for PreK children. “Dining Environment”

contains two goals and nine best practice/quality indicator statements (Table 9).

Table 9 Goals and Best Practice Statements for Dining Environment Goal 1. A positive dining environment is provided for PreK children to foster appropriate social interaction. 1. Various means of marketing nutritional messages are placed throughout the dining area. 2. Cafeteria furniture is age-appropriate and developmentally suitable. 3. Tables and seating arrangement encourage appropriate social interaction. 4. School nutrition staff ensures that the dining environment at mealtime is pleasant, attractive,

safe, and sanitary place to eat. 5. Serving lines are the appropriate height for PreK children. 6. Eating utensils are developmentally-suitable for PreK children. Goal 2. The mealtime experience meets the needs of PreK children. 7. PreK teachers and school nutrition staff are encouraged to engage in calm and positive

verbal and nonverbal communication. 8. Meals and snacks are served with minimal distractions. 9. School nutrition staff practices good customer service and greets children in a positive, non-

threatening manner.


44

“Nutritious Menus and Meal Experiences” is a practice category that relates to meeting

the nutritional needs of PreK children. The statements in this category focus on providing a

variety of foods that meet PreK children’s age-specific, developmental and social needs. The

“Nutritious Menus and Meal Experiences” practice category contains two goals and eleven best

practice/quality indicator statements and is presented in Table 10.

Table 10 Goals and Best Practice Statements for Nutritious Menus and Meal Experiences Goal 1. School nutrition directors, school staff, and parents maintain an ongoing line of communication to serve the needs of PreK children. 1. The school district and school nutrition program documents and addresses parental concerns

regarding meal issues. 2. The school nutrition manager and school staff meet to discuss menu issues that affect

PreK children.

3. Menus are distributed to parents and are made available to school staff. 4. The school nutrition director provides information to PreK teachers on school meals.

Goal 2. School meals focus on the needs of PreK children. 5. Menu items for PreK children are evaluated for nutritional content and

appropriate portion size.

6. A variety of food is offered to meet the age-specific and development needs of PreK children.

7. Menu items offer a variety of choices to reflect ethnic and cultural diversity.

8. The school nutrition staff follows the USDA meal pattern to meet the nutritional needs of

PreK children. 9. All food and nutrition practices are consistent with the federal, state and local guidelines

and the local wellness policy. 10. Menu items are regularly evaluated for acceptability by PreK children. 11. The school nutrition director provides information to PreK teachers on school meals.


45

The last practice category, “Healthy Wellness Practices,” contains two goals and 14 best

practice/quality indicator statements (Table 11). This category encompasses SN policies and

procedures as well as partnerships with parents to promote health and wellness practices for

PreK children.

Table 11 Goals and Best Practice Statements for Healthy Wellness Practices Goal 1. School nutrition staff follows policies and procedures supporting health and wellness practices of PreK children. 1. The school district and school nutrition program have procedures on health, safety, and

emergency guidelines to protect PreK children. 2. The school nutrition program has policies and procedures based on HACCP principles to

protect children from foodborne illnesses. 3. All foods are served at the appropriate temperatures following food safety guidelines or

according to the school district’s HACCP plan. 4. The school nutrition program has written food and nutrition procedures for feeding children

with food allergies and special feeding needs. 5. The school nutrition program has written food and nutrition procedures for food

substitutions appropriate for PreK children. 6. The school nutrition program has written procedures for foods brought from home.

7. School staff receives ongoing training on health and wellness practices of PreK children.

8. Parents of PreK children who are unable to pay for meals/snacks are provided information

regarding free or reduced eligibility and application to support a healthy wellness environment for PreK children.

(table continues)


46

Table 11 (continued) Goals and Best Practice Statements for Healthy Wellness Practices Goal 2. Partnerships are established with parents to promote nutrition and wellness practices for meeting the needs of PreK children. 9. School nutrition staff collaborates with school staff and community organizations to

promote wellness opportunities and appropriate resources. 10. The school nutrition program establishes parent partnerships for nutrition and

wellness issues.

11. The school staff partners with the school nutrition staff to use the cafeteria as a learning lab for PreK children.

12. The school nutrition director works with PreK teachers to integrate nutrition and wellness

activities into the PreK curriculum. 13. PreK teachers and parents are encouraged to form partnerships for promoting healthy food

to PreK children. 14. Nutrition issues concerning PreK children with special needs are addressed in a timely

manner with parents and school staff.


47

CONCLUSIONS AND RECOMMENDATIONS

The purpose of this research project was to determine the best practices/quality indicators

to serve the nutritional needs of PreK children in the public school setting, utilizing the seven

practice categories identified in previous NFSMI research. Two panels comprised of SN

professionals, state agency staff, school administrators, and early education directors participated

in developing and confirming the 17 goals and 97 best practice statements.

The number of school districts offering PreK classes is increasing; therefore, SN

programs should be prepared to serve the needs of this new customer. Previous NFSMI research

suggested that serving the nutritional and developmental needs of PreK children is a more wide-

ranging and complex undertaking than just serving meals and that a team approach should be

used to fully meet the needs of the PreK child (Nettles, Carr, & Johnson, 2006). This is the first

project to build on these findings and enumerate the best practices and quality indicators to assist

SN professionals in serving the needs of this new customer.

Utilizing the recommendations of the expert panel, the practice categories, goals, and best

practice statements were formatted into a Web-based, self-assessment checklist for SN

professionals. The NFSMI Best Practice Guide for School Nutritional Professionals Serving the

Nutritional Needs of Pre-Kindergarten Children (Appendix O) follows a user-friendly format.

Listed within each of the seven practice categories are the goals and best practice statements.

Each statement may be assessed following a 4-point scale of 1 (unsatisfactory) to 4

(demonstrates excellence) with not applicable as an option to select should the best practice

statement not address specific program needs.

The NFSMI best practice guide can be used as a self-assessment tool to evaluate and

monitor the quality of nutrition services in PreK programs or as a guide to plan new PreK


48

programs. The following are suggestions and implications for using the NFSMI best practice

guide:

• The guide could be used as a checklist to identify practices crucial for implementing

PreK programs in public schools. The checklist could be used to identify specific roles

of stakeholders and resources necessary for planning and implementing potential PreK

programs in public schools.

• SN professionals could use the guide as a checklist to determine program effectiveness

and identify school nutrition staff training needs specific to the PreK program.

• The guide could be used to identify effective communication strategies to disseminate

information about menus, nutrition education, and feeding issues and concerns with

school staff, PreK children, parents, and the community.

• As an evaluation tool, the guide could be used to examine the effectiveness and

efficiency of current best practices and strategies to meet the nutritional needs of PreK

children.

• SN directors and school administrators may use the guide to report successful

accomplishments of their PreK program and set goals for continuous quality

improvement.


49

REFERENCES

Barnett, S., Hustedt, J., Hawkinson, L., & Robin, K. (2006). The State of Preschool 2006: State

Preschool Yearbook. The National Institute for Early Education Research. Retrieved

June 15, 2007, from http://nieer.org/yearbook/.

Building for the Future: Nutrition Guidance for the Child Nutrition Programs (FNS-279,

p. 94). (1992). Washington, DC: United States Department of Agriculture, Food and

Nutrition Services.

Copple, C. & Bredekamp, S. (2006). Basics of Developmentally Appropriate

Practice - Introduction for Teachers of Children 3-6. Washington, DC: National

Association for the Education of Young Children.

Denton, D. (2001). Improving children’s readiness for school: preschool programs make a

difference, but quality counts! Atlanta, GA: Southern Regional Education Board.

Retrieved March 2007, from http://www.sreb.org/programs/srr/pubs/Readiness.pdf.

Gormley, W., Gayer, T., Philips, D., & Dawson, B. (2005). The effects of universal

Pre-K on cognitive development. Developmental Psychology, 41(6), 872-884.

Lord, J., Wade, R., Daugherty, R. (2005). Building a foundation for success by getting every

child ready for school. Atlanta, GA: Southern Regional Education Board. Retrieved

March 2007, from http://www.sreb.org/main/Goals/Publications/05E03-

Every_Child_Ready.pdf.

Martin, J. & Conklin, M. (Eds.). (1999). Managing Child Nutrition Programs: Leadership for

Excellence. Gaithersburg, MD: Aspen Publishers.

Mold, J. & Gregory, M. (2003). Best practices research. Family Medicine, 35(3), 131-134.


50

National Association for the Education of Young Children Academy for Early Childhood

Program Accreditation and Standards. Retrieved February 2007, from

http://www.naeyc.org/academy/NAEYCAccreditationCriteria.asp.

National Food Service Management Institute. (2003). Happy Mealtimes for Healthy Kids.

University, MS: Author.

Nettles, M., Carr, D., & Johnson, J. (2006). Perceptions, practices, and perceived barriers

associated with school professionals serving the nutritional needs of pre-kindergarten

children in the public school setting. Journal of Child Nutrition and Management, 30, 2.

Oakley, C. & Carr, D. (2003). Steps to Nutrition Success Checklist Child Care Centers: A

program self-assessment resource. Retrieved February 2007, from

http://www.nfsmi.org/Information/childcare_centers_checklist.pdf.

Oakley, C. & Carr, D. (2003). Steps to Nutrition Success Checklist Family Day Care

Homes: A program self-assessment resource. Retrieved February 2007 from

http://www.nfsmi.org/Information/fdch_checklist.pdf.

Scott-Little, C., Kagan, S., & Frelow, V. (2003). Creating the conditions for success with early

learning standards: results from a national study of state-level standards for children’s

learning prior to kindergarten. Early Childhood Research & Practice, 5(2), 1-27.

Retrieved March 30, 2007, from http://ecrp.uiuc.edu/v5n2/little.html.

Shonkoff, J. P. & Phillips, D. A. (Eds). (2000). From neurons to neighborhoods: the

science of early childhood development. Washington, DC: National Academy Press.

Stang, J., Bayerl, C., & Flatt, M. (2006). Position of the American Dietetic Association: Child

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Association, 106(9), 1467-1475.


51

Appendix A

State Agency Email


52

Hello [Participant’s Name], The Applied Research Division of the National Food Service Management (NFSMI, ARD) is in the process of identifying quality indicators or best practices associated with serving the nutritional needs of Pre-Kindergarten (PreK) children in public schools. The outcome of this project will be the development of a research-based best practices checklist or assessment resource tool for school nutrition professionals. We need your assistance in identifying two or four school nutrition (SN) directors from your state that have exemplary PreK programs who you believe would be willing to participate as expert/review panel members for this project. From the names provided, NFSMI, ARD will select two panels of SN directors to participate in this project.

The first panel (expert panel) will be invited to travel to an NFSMI, ARD sponsored work session in mid-May. All travel expenses related to the work session will be covered by NFSMI, ARD.

The second panel (review panel) will be contacted by mail to review and respond to the draft resource.

From the names you provide, we will contact the SN directors to discuss the project and ascertain information regarding parameters for selection to the two panels. Based on this information and their willingness to participate, we will provide additional information regarding their roles and responsibilities. Please forward contact information (name, school district, email address, and phone number) for the school nutrition directors who you recommend to participate in the PreK best practices project to Deborah Carr by email at [email protected] or fax at 1-888-262-9631. We would appreciate receiving the requested information on or before Tuesday, April 10, 2007. If you have any questions, please do not hesitate to contact me by email or telephone (1-800-321-3054). As always, we appreciate your support! [ARD Director]


53

Appendix B

Email Invitation to Participate in Expert Panel Work Group Session


54

Dear [Potential Participant’s Name]

The National Food Service Management Institute (NFSMI), Applied Research Division (ARD), is inviting you to participate in a day and a half discussion in Hattiesburg, MS on May 14-16, 2007. The purpose of this project is identify and develop quality indicators or best practices in serving the nutritional needs of Pre-Kindergarten (PreK) children in the public schools. We value your knowledge and experience in this area and the contributions you will make as a member of this expert panel. The results of our panel discussions will be used to finalize a best practice checklist that will serve as a resource for school nutrition professionals who serve PreK children in public schools. The time commitment for your involvement in this project will be as follows:

• Prior to the expert panel meeting – review draft best practice checklist • Monday, May 14 – Travel to Hattiesburg, MS. • Tuesday, May 15 – All day expert panel activities • Wednesday, May 16 – Panel discussion and summary until 11:00 a.m. then return home.

NFSMI, ARD will cover all travel expenses with the expert panel discussion session. Your participation in this study is strictly voluntary. Please know that comments made during the panel meeting will not be linked to you individually. The information from our meeting will be compiled and panel responses and comments will be included in the final report. Please check your calendar and let us know if you will be able to participate in the PreK Best Practices Expert Panel meeting on or before Monday, April 23, 2007. At the time you confirm your participation, please provide us with updated contact information, to include: complete name, title, mailing and shipping addresses, phone and fax numbers, and email address. If you are able to attend, further details concerning the meeting and travel arrangements will be provided. If you have questions or concerns, do not hesitate to contact us by email at [email protected] or [email protected] or by phone at 1-800-321-3054. We look forward to hearing from you. Kristi Lofton, Research Scientist Mary Frances Nettles, Research Scientist Deborah Carr, Director This project has been reviewed by the Human Subjects Protection Review Committee, which ensures that research projects involving human subjects follow federal regulations. Any questions or concerns about rights as a research subject should be directed to the chair of the Institutional Review Board, The University of Southern Mississippi, 118 College Drive #5147, Hattiesburg, MS 39406, (601) 266-6820.


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Appendix C

Confirmation and Travel Letter


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National Food Service Management Institute

_________________ Applied Research Division

The University of Southern Mississippi 118 College Drive #10077, Hattiesburg, MS 39406-0001

601-266-5773 FAX: 601-266-4682 April 27, 2007 [Participant’s Name] [Participant’s Job Title] Participant’s School Name] [Street Address] [City, ST, zip code] Dear [Participant’s Name], The National Food Service Management (NFSMI), Applied Research Division (ARD), appreciates your willingness to participate on the expert panel to develop quality indicators or best practices for serving the nutritional needs of Pre-Kindergarten (PreK) children in public schools. The panel discussion session will be held May 14-16, in Hattiesburg, MS, on the campus of the University of Southern Mississippi, the home of ARD of NFSMI. As stated in our initial email, Monday, May 14 is a travel day; we will meet all day on Tuesday, May 15 and will wrap up by 11:00 a.m. on Wednesday, May 16. As a member of the expert panel, it is important that you schedule your travel to fully contribute to the meeting. This letter serves to provide you with the details of the upcoming expert panel meeting. We are confident that the outcome of our expert panel discussions will assist our efforts in developing a best practices checklist that will serve as a resource for school nutrition professionals serving the nutritional needs of PreK children in public schools. Travel Arrangements: Transportation: Call Pro-Travel of Hattiesburg (1-800-523-9979) to make your flight reservations. Lynn McCrory or Mike Bennett will be your contact representative. Please identify yourself as a participant in the PreK Best Practices Expert Panel Meeting with NFSMI, ARD. Lynn is familiar with the time commitments for our meeting so will be able to work with you to


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plan your travel itinerary. It is important that you confirm your flight arrangements by 5:00 p.m., CDT, Monday April 30, 2007. The cost of the flight will be billed directly to the NFSMI, ARD master account. Should you live within driving distance to Hattiesburg, NFSMI, ARD will reimburse you for mileage at $.485/mile. If you can fly at a lower cost than total driving mileage, you are encouraged to do so. Otherwise, the university will only reimburse you up to the price of airfare and an airfare quote from Pro-Travel would be required. Hotel: Overnight accommodations (non-smoking) have been reserved for you on April 14-15. The hotel expenses will be billed directly to the NFSMI, ARD master account. You will be responsible for your telephone calls or any other incidentals. Check-in time is 2:00 p.m. and check-out time is 11:00 a.m. If you would like additional information, contact the hotel at: Comfort Suites 122 Plaza Drive Hattiesburg, MS 39402

Telephone: (601) 261-5555

Car Rental: Lynn or Mike at Pro-Travel will assist you in making arrangements for a rental car. NFSMI, ARD will reimburse up to a mid-sized car rental and fuel costs (original receipts required). Depending on arrival, departure times, and the city in which you will be arriving, it may be possible for you to share a rental with another expert panel participant; Pro-Travel will assist in facilitating this process. Closer to the date of our meeting, we will provide driving directions to Hattiesburg.

Meal Arrangements: Continental breakfast is provided at the hotel beginning at 6:30 a.m. Your meal allowance, including the travel day is up to $31.00 per day; no receipts required.

Attire: The dress for the panel meeting is business casual. Please dress comfortably to allow for relaxation and sharing of ideas.

Expense Reimbursement: NFSMI, ARD will reimburse you for all travel, meals, and meeting related expenses (mileage to airport, airport parking, rental car expense, and meals during travel). Original receipts are required for the following:

• Parking/Tolls

• Taxi/Shuttle

• Rental Car, Gas, & Insurance (if necessary)

Federal regulations prohibit reimbursement for alcoholic beverages. The NFSMI, ARD Travel Expense Voucher will be provided at the meeting. Processing your expense reimbursement will take approximately three weeks from time of receipt.


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We are enthusiastic about your participation in this process and look forward to your visit to the Applied Research Division of NFSMI. Please contact us at 1-800-321-3054 or (601) 266-5773 if you have any questions or require special assistance relating to a disability. We look forward to seeing you soon.

Sincerely,

Kristi Lofton, PhD, RD Mary Frances Nettles, PhD, RD Research Scientist Research Scientist This project has been reviewed by the Human Subjects Protection Review Committee, which ensures that research projects involving human subjects follow federal regulations. Any questions or concerns about rights as a research subject should be directed to the chair of the


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Appendix D

Draft PreK Goals for Practice Categories


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Appendix E

Draft Best Practice Statements


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Appendix F

PreK Expert Panel Work Group Agenda


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Best Practices for Serving the Nutritional Needs of Pre-Kindergarten Children in Public Schools

Expert Panel Work Group Session May 15 – 16, 2007

Session Objectives

1. Review draft goals and results of completed pre-meeting document. Come to agreement on wording and whether to accept/leave as is, delete or modify each goal.

2. Identify additional goals needed. 3. Sort goals into the practice categories. 4. Review draft best practice/quality indicator statements based on the results of the completed

pre-meeting document. Come to agreement on wording and whether to accept/leave as is, delete or modify each statement.

5. Identify any additional best practice/quality indicator statements needed. 6. Sort best practice/quality indicator statements with the appropriate goal(s). 7. Discuss desired format and design of the web-based best practice resource for use by school

nutrition professionals, outlining practice categories, goals, and best practice/quality indicator statements.

Session Agenda Tuesday, May 15 8:30 –9:15 a.m. Welcome

Introduction/Sharing Session Objectives and Agenda

Ground Rules 9:15 – 9:30 a.m. Overview of Research Project and Group Process

Identification of Best Practices in Serving the Nutritional Needs of the Pre-Kindergarten Child in the Public School Setting

9:30 – 11:30 a.m. PreK Goals Work Group – Objectives 1 – 3 11:30 – 12:00 p.m. Agreement Activity on Goals 12:00 – 1:00 p.m. Working Lunch Session

1:00 – 4:00 p.m. PreK Best Practices Work Group – Objectives 4 – 6

4:00 – 5:00 pm Agreement Activity on Best Practice/Quality Indicators

Review and Wrap up

Enjoy the Evening in Hattiesburg!! Wednesday, May 16

8:00 – 9:30 a.m. Finalize, Review and Reflect 9:30 - 11:00 Web-Based Resource What’s next for ARD

Thank you for your time and contribution!


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Appendix G

Goal Summary Form


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Appendix H

Best Practice Statements Summary Form


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Appendix I

Expert Panel Post-Meeting Draft Summary Questionnaire


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Best Practices for Serving the Nutritional Needs of

Pre-Kindergarten Children in Public Schools

DRAFT Summary of PreK Goals and Best Practice/Quality Indicators

Post Expert Panel Review

Instructions: 1. The draft summary document summarizes the outcome of the workgroup session. The

following document contains the agreed upon best practice statements that fit under goals and practice categories that are related to serving the nutritional needs of PreK children. Review the summary of practice categories, PreK goals, and best practice/quality indicator statements from the Expert Panel Workgroup Session. Keep in mind that the contents of this document will be used to further develop a best practices resource that will be used by School Nutrition Professionals that serve the nutritional needs of PreK children in public schools.

All categories, goals, and best practice statements in BLACK were agreed upon by the two groups.

All questions in BLUE refer to questions on appropriate terminology within a best practice statement. You may choose to modify the statement using the preferred term within the specified statement using a different color font (do not use blue).

All goals and best practice statements with ORANGE* were created from drafted goals and were confirmed to be added as new best practice statements.

All best practice statements with ORANGE+ were new best practice statements created by the Expert Panel during the Workgroup Session.

Review all of the best practice statements under each category/goal and ask yourself the following question: Do these best practices support the achievement of this goal? Your response will prompt you to do one of the following:

2. You can type your responses in the Comments column at the end of each page. Please

indicate if you find best practice statements that need additional modification, or should be deleted from the goals and practice categories. If the goals, practice categories and best practice statements are acceptable, type ACCEPTABLE in the Comments column and progress to the next best practice statement.

3. Modification of statements should be typed using a different color (do not use orange) font in

place of the original best practice statement. If you believe the statement is not needed or does not fit, DELETE it and write what you did and your comments in the Comments column. Review your changes and progress to the next best practice statement.

4. Before moving on, review the goal, practice category and best practice statements. Make sure

that all of the best practice statements support the achievement of this goal and practice category. If additional changes are needed, follow steps 1 – 4.

5. Please save your document and sent it by email as an attachment to: [email protected].

Type Draft Summary and (your last name) in the subject area.


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Example: Subject: Draft Summary Lofton


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Goal 1. The school functions as a child-centered cohesive team. Best Practices/Quality Indicators BP 2. School staff communicates with parents to identify Pre-K children’s needs during the enrollment process. BP 8. The school nutrition program has developed and implemented policies and procedures to inform parents about nutrition-related issues. BP 17. The school nutrition program has a plan to review and implement program improvements regarding PreK services. BP 19. At least one school staff member in the dining area has received training and certification in CPR and first-aid. BP 24. The school nutrition director provides training to school nutrition staff on developmentally appropriate nutrition needs of the PreK child. BP 32. Menus are available and distributed to administrators, teachers, and the school community. BP 50. School nutrition staff and PreK teachers work as a team to disseminate with parents about nutritional needs of the PreK child. BP 53. Parents of PreK children who are unable to pay for meals and/or snacks are provided information regarding free/reduced eligibility and applications. BP 87. School administrators adjust meal schedules to meet the developmental needs of the PreK child. BP 91. School staff ensures the dining environment at mealtime is pleasant, attractive, safe, and sanitary. BP 106. The teachers partner with the school nutrition staff to use the cafeteria as a learning lab for PreK children. BP 107. School nutrition staff works with PreK teachers to integrate nutrition-related activities into the PreK learning curriculum.

Review of Goal and Best Practices Comments Review all of the best practices under this goal. Do these best practices support the achievement of this goal?


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Communication and Training Goal 2. School staff is trained in the area of child development to meet the needs of PreK children. Best Practices/Quality Indicators BP ¾. The school nutrition staff receives training on appropriate ways to communicate and interact and be sensitive and responsive to differing abilities, temperaments of Pre-K children. BP 5. School nutrition staff receives training on social and cognitive development of PreK children. BP 16. The school nutrition staff and other school employees receive training on child development issues. BP 24. The school nutrition director provides training/information to the school nutrition staff on menu and nutrition needs of the PreK child. BP 39. The school nutrition staff is trained in customer service appropriate for the PreK child. BP 52. Nutrition concerns about PreK children with special needs are addressed in a timely manner. BP 83. The school staff receives training in nutrition education activities to engage in healthy eating habits. Review of Goal and Best Practices Comments Review all of the best practices under this goal. Do these best practices support the achievement of this goal?


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Communication and Training Goal 6/10. There is an on-going line of communication with School Nutrition

directors, school staff, and parents. Best Practices/Quality Indicators BP 1* A plan or procedure is in place to feed PreK children who come to school hungry or have missed the opportunity for meals (Goal 8). BP 6. Nutrition information encouraging healthful eating and active living practices is disseminated to parents via menus, Web site, newsletter and other means, as appropriate. BP 10. The school system (Is school district a better term? Which is the appropriate term to use?) communicates in the parents’ preferred language or through translation. BP 13. The school district and school nutrition program documents and addresses parental concerns through ongoing communication. BP 18. The school staff work with parents to address special diet needs of PreK children. BP 20. The school nutrition manager and school staff meet to assess menu issues that affect PreK children. BP 45. PreK children who are unable to pay for meals and/or snacks are fed following guidelines established by the school district. Review of Terminology Comments In BP 10, the term school system is used in reference to a school district. Please comment on which term or is there another term that is better suited for this best practice?


BP1* is a best practice statement created from a goal.


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Communication and Training Goal 7. Partnerships are established with parents and community agencies to promote nutrition education. Best Practices/Quality Indicators BP 2. School staff communicates with parents to identify Pre-K children’s needs during the enrollment process. BP 15. The school nutrition program has inform parents and community agencies about nutrition-related issues and services. BP 25. The school nutrition program identifies and develops partnerships with community agencies to provides nutrition education for PreK children. BP 30. School nutrition program utilizes community resources to achieve goals for meeting the needs of PreK children. BP 43. The school nutrition director communicates to school staff and parents policies and procedures to feed children who arrive to school hungry. BP 79. Parents are encouraged to join their PreK children to model healthy eating behaviors during mealtime. BP 83. The school nutrition program promotes nutrition education activities to encourage PreK children to engage in healthy eating habits. BP 84. Nutrition information disseminated to parents encourages the promotion of healthy food options. Review of Goal and Best Practices Comments Review all of the best practices under this goal. Do these best practices support the achievement of this goal?


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Communication and Training Goal 9. The school staff recognizes the importance of proper nutrition as an

integral part of education for PreK children. Best Practices/Quality Indicators BP 1+ The school staff is trained in the correlation between good nutrition and education achievement of PreK children. BP 12. The school nutrition program collects and analyzes data to monitor and evaluate services provided by the School Nutrition Program to PreK children. BP 34. The school nutrition staff follows the USDA meal pattern to meet the nutritional needs of PreK children. BP 35. All food and nutrition procedures are consistent with the federal, state and local guidelines and the local wellness policy. (Is the term district wellness policy a better term?) BP 36. Selected food items for PreK children are evaluated regularly for nutritional content and appropriate portion size. Review of Terminology Comments In BP 35, the term local wellness policy is used instead of district wellness policy. Please comment on which term to use or share your comments or an example of another term that is better suited for this best practice?


BP+ is a new best practices statement created by the expert panel.


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Communication and Training Goal 25.1 School staff, administrators, and parents are familiar with food

and nutrition procedures. Best Practices/Quality Indicators BP 2+ The PreK teaching staff is informed of the USDA meal pattern to meet the nutritional needs for PreK children. BP 8. The school nutrition program has developed and implemented policies and procedures to inform parents about nutrition-related issues. BP 11. The school staff is trained on health, safety, and emergency guidelines to protect PreK children. BP 17. The school nutrition program has a plan to review and implement program improvements regarding PreK services. BP 38. School staff is trained on food safety and sanitation guidelines. BP 47. The school nutrition program has written food and nutrition procedures for feeding children with food allergies and special feeding needs. BP 53. Parents of PreK children who are unable to pay for meals and/or snacks are provided information regarding free/reduced eligibility and applications. BP 66. The school nutrition program has written procedures for foods brought from home. Review of Goal and Best Practices Comments Review all of the best practices under this goal. Do these best practices support the achievement of this goal?

BP2+ is a new best practices statement created by the expert panel.


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Goal 25.2. School staff is trained in food and nutrition policy and

procedures. Best Practices/Quality Indicators BP 11. The school staff is trained on health, safety, and emergency guidelines to protect PreK children. BP 34. The school nutrition staff is trained on the USDA meal pattern to meet the nutritional needs of PreK children. BP 38. School staff is trained on food safety and sanitation guidelines. BP 47. The school staff is trained on food and nutrition procedures for feeding children with allergies and special needs. Review of Goal and Best Practices Comments Review all of the best practices under this goal. Do these best practices support the achievement of this goal?


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Administrative Support

Goal 1* School administrators foster a cohesive team and a child- centered learning environment. Best Practices/Quality Indicators BP 3+ School administrators promote nutrition education in the classroom. BP 21. The school nutrition director/manager participates in school staff meetings. BP 87. School administrators adjust meal schedules to meet the developmental needs of the PreK child. BP 88. School administrators ensure that PreK children have enough time to eat meals and snacks without hurrying. BP 91. School administrators ensures that the dining environment at meal time is pleasant, attractive, safe, and sanitary. BP 105. School administrators schedule recess/play time prior to lunch time. BP 1* A plan or procedure is in place to feed PreK children who come to school hungry or have missed the opportunity for meals (Goal 8). BP 2* School staff is trained in the area of child development to meet the needs of PreK Children (Goal 2). BP 3* Partnerships are established with parents and community agencies to promote nutrition education (Goal 7). BP 4* The school staff recognized the importance of proper nutrition as an integral part of education for PreK children (Goal 9). Review of Goal and Best Practices Comments Review all of the best practices under this goal. Do these best practices support the achievement of this goal?

*G 1* is a new goal modify from a previously drafted goal. *BP 3+ is a new best practice statement created by the expert panel.

*BP 1*, BP 2*, BP 3*, BP 4* are best practice statements created from goals.


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Encouragement Goal 1. The school functions as a child-centered cohesive team. Best Practices/Quality Indicators BP 79. Parents are encouraged to join their PreK children during mealtime.

END OF EXPERT PANEL WORKGROUP SESSION


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Appendix J

Questionnaire of Unconfirmed Best Practice Statements, Goals and Practice Categories


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Appendix K

Goals as Best Practice Statements


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Appendix L

PreK Best Practices with Instructions


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Pre-Kindergarten Best Practice Guide Review

Best Practices for Serving the Nutritional Needs of Pre-Kindergarten Children in Public School Settings

INSTRUCTIONS: Step 1: Complete the PreK Best Practice Resource (blue document) by circling the response that best describes how your school and school nutrition program meets the nutritional needs of PreK children in public school settings. Please know that there are seven practice categories. They are:

Communication and Training Administrative Support Encouragement Mealtime Opportunity Dining Environment Nutritious Meals and Meal Experiences Healthy Wellness Practices

Indicate if your school nutrition program meets each of the Best Practices below each practice category and goal:

Circle “Not Applicable” if this Best Practice does not apply to your school nutrition program.

Circle “1” if your school nutrition program has not successfully met this Best Practice. Circle “2” if you need to make improvements to meet this Best Practice. Circle “3” if your school nutrition program has had success meeting this best

practice. Circle “4” if your school nutrition program demonstrates excellence under this

best practice. Step 2: After you complete the PreK Best Practice Resource, use the Evaluation form to assess the goals and best practice statements in the resource. There is an evaluation form to complete for each practice category.

Place a check in the box that indicates your level of agreement with the statements 1 – 5.

Complete questions 6 – 8, as deemed appropriate. If more space is needed, use the back of the form or another sheet of paper to write your comments.

Step 3: Complete the Demographics Survey at the end of the Evaluation form. Step 4: Mail the completed PreK Best Practice Resource, the Evaluation form, and the Demographic Survey in the self-addressed, postage-paid return envelope on or before Friday, June 29, 2007.

Thank you for your time and contributions to this research project!


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Pre-Kindergarten Best Practice Guide Review Best Practices for Serving the Nutritional Needs of

Pre-Kindergarten Children in Public School Settings

COMMUNICATION AND TRAINING

In this section, you will consider Best Practices related to communication and training issues of school professionals who play an active role in serving the nutritional needs of Pre-Kindergarten children in public school settings. The communication and training practice category includes the following seven goals:

The school’s staff is trained in the area of child development to meet the needs of Pre-Kindergarten children;

School professionals work together as a child-centered, cohesive team; School staff is trained in food and nutrition policy and procedures; There is an on-going line of communication with School Nutrition directors, school staff,

and parents; School staff, administrators, and parents are familiar with food and nutrition procedures; Partnerships are established with parents and community agencies to promote nutrition

education; The school staff recognizes the importance of proper nutrition as an integral part of

education for Pre-Kindergarten children;

COMMUNICATION & TRAINING

Goal 1. School staff is trained in the area of child development to meet the needs of Pre-Kindergarten children.

Best Practices/Quality Indicators

KEY 1 – Unsatisfactory 2 – Needs Improvement 3 – Area of Strength 4 – Demonstrates Excellence NA – Not Applicable

1. The school nutrition staff receives training on appropriate ways to communicate, interact, be sensitive and responsive to differing abilities and temperaments of PreK children.

NA 1 2 3 4

2. School nutrition staff receives training on social and cognitive development of PreK children.

NA 1 2 3 4

3. The school nutrition staff and other school employees receive training on child development issues.

NA 1 2 3 4

4. The school nutrition director provides training/information to the school nutrition staff on menu and nutrition needs of PreK children.

NA 1 2 3 4

5. The school nutrition staff is trained in customer service appropriate for PreK children.

NA 1 2 3 4

6. Nutrition concerns about PreK children with special needs are addressed in a timely manner.

NA 1 2 3 4

7. The school staff receives training in nutrition education activities to engage in healthy eating habits.

NA 1 2 3 4


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Goal 2. School professionals work together as a child-centered, cohesive team.



8. School staff communicates with parents to identify PreK children’s needs during the enrollment process.

NA 1 2 3 4

9. The school nutrition program has developed and implemented policies and procedures to inform parents about nutrition-related issues.

NA 1 2 3 4

10. The school nutrition program has a plan to review and implement program improvements regarding PreK services.

NA 1 2 3 4

11. At least one school staff member in the dining area has received training and certification in CPR and first-aid.

NA 1 2 3 4

12. Menus are available and distributed to administrators, teachers, and the school community.

NA 1 2 3 4

13. School nutrition staff and PreK teachers work as a team to disseminate information to parents about nutritional needs of PreK children.

NA 1 2 3 4

14. Parents of PreK children who are unable to pay for meals and/or snacks are provided information regarding free/reduced eligibility and applications.

NA 1 2 3 4

15. School administrators adjust meal schedules to meet the developmental needs of PreK children.

NA 1 2 3 4

16. School staff ensures the dining environment at mealtime is pleasant, attractive, safe, and sanitary.

NA 1 2 3 4

17. The teachers partner with the school nutrition staff to use the cafeteria as a learning lab for PreK children.

NA 1 2 3 4

18. School nutrition staff works with PreK teachers to integrate nutrition-related activities into the PreK learning curriculum.

NA 1 2 3 4


Goal 3. School staff is trained in food and nutrition policy and procedures.



19. The school staff is trained on health, safety, and emergency guidelines to protect PreK children.

NA 1 2 3 4

20. The school nutrition staff is trained on the USDA meal pattern to meet the nutritional needs of PreK children.

NA 1 2 3 4

21. School staff is trained on food safety and sanitation guidelines. NA 1 2 3 4 22. The school staff is trained on food and nutrition procedures for feeding

children with allergies and special needs. NA 1 2 3 4


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Goal 4. There is an on-going line of communication with School Nutrition directors, school staff, and parents.



23. A plan or procedure is in place to feed PreK children who come to school hungry or have missed the opportunity for meals.

NA 1 2 3 4

24. Nutrition information encouraging healthful eating and active living practices is disseminated to parents via menus, Web site, newsletter and other means, as appropriate.

NA 1 2 3 4

25. The school staff communicates in the parents’ preferred language or through translation.

NA 1 2 3 4

26. The school district and school nutrition program documents and addresses parental concerns through ongoing communication.

NA 1 2 3 4

27. PreK teachers and school nutrition staff works with parents to address special diet needs of PreK children.

NA 1 2 3 4

28. The school nutrition manager and school staff meet to assess menu issues that affect PreK children.

NA 1 2 3 4


NA 1 2 3 4


Goal 5. School staff, administrators, and parents are familiar with food and nutrition procedures.



30. The school staff is trained in the correlation between good nutrition and education achievement of PreK children.

NA 1 2 3 4

31. The school nutrition program collects and analyzes data to monitor and evaluate services provided by the School Nutrition Program to PreK children.

NA 1 2 3 4


NA 1 2 3 4

33. All food and nutrition procedures are consistent with the federal, state and local guidelines and the local wellness policy.

NA 1 2 3 4


NA 1 2 3 4


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Goal 6. Partnerships are established with parents and community agencies to promote nutrition education.



35. School staff communicates with parents to identify PreK children’s needs during the enrollment process.

NA 1 2 3 4

36. The school nutrition program informs parents and community agencies about nutrition-related issues and services.

NA 1 2 3 4

37. The school nutrition program identifies and develops partnerships with community agencies to provide nutrition education for PreK children.

NA 1 2 3 4

38. School nutrition program utilizes community resources to achieve goals for meeting the needs of PreK children.

NA 1 2 3 4

39. The school nutrition director communicates to school staff and parent’s the policies and procedures to feed children who arrive to school hungry.

NA 1 2 3 4

40. Parents are encouraged to join their PreK children to model healthy eating behaviors during mealtime.

NA 1 2 3 4

41. The school nutrition program promotes nutrition education activities to encourage PreK children to engage in healthy eating habits.

NA 1 2 3 4

42. Nutrition information disseminated to parents encourages the promotion of healthy food options.

NA 1 2 3 4


Goal 7. The School staff recognizes the importance of proper nutrition as an integral part of education for PreK children.



43. The school staff is trained in the correlation between good nutrition and education achievement of PreK children.

NA 1 2 3 4

44. The school nutrition program collects and analyzes data to monitor and evaluate services provided by the School Nutrition Program to PreK children.

NA 1 2 3 4


NA 1 2 3 4

46. All food and nutrition procedures are consistent with the federal, state and local guidelines and the school district’s wellness policy.

NA 1 2 3 4


NA 1 2 3 4


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ADMINISTRATIVE SUPPORT In this section, you will consider Best Practices related to the role of administrators and supervisors and the required documentation needed for quality nutrition services for Pre-Kindergarten programs in public schools. The administrative support category includes one goal:

School administrators foster a cohesive team and a child-centered learning environment.

ADMINISTRATIVE SUPPORT

Goal 1. School administrators foster a cohesive team and a child-centered learning environment.



48. School administrators promote nutrition education in the classroom. NA 1 2 3 4 49. School/PreK administrator(s) supports a consistent routine for PreK

children.

50. The school nutrition director/manager participates in school staff meetings. NA 1 2 3 4 51. School administrators adjust meal schedules to meet the developmental

needs of PreK children. NA 1 2 3 4

52. School administrators ensure that PreK children have enough time to eat meals and snacks without hurrying.

NA 1 2 3 4

53. School administrators ensure that the dining environment at meal time is pleasant, attractive, safe, and sanitary.

NA 1 2 3 4

54. School administrators schedule recess/play time prior to lunch time. NA 1 2 3 4 55. A plan or procedure is in place to feed PreK children who come to school

hungry or have missed the opportunity for meals. NA 1 2 3 4

56. School staff is trained in the area of child development to meet the needs of PreK children.

NA 1 2 3 4

57. Partnerships are established with parents and community agencies to promote nutrition education.

NA 1 2 3 4

58. The school staff recognize the importance of proper nutrition as an integral part of education for PreK children.

NA 1 2 3 4


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ENCOURAGEMENT

In this section, you will consider Best Practices related to the encouragement and supportive roles of school professionals to provide quality nutrition services to Pre-Kindergarten children in public school settings. The encouragement practice category includes the following three goals:

School professionals work together as a child-centered, cohesive team; The school’s staff is trained in the area of child development to meet the needs of Pre-

Kindergarten children; Partnerships are established with parents and community agencies to promote nutrition

education;

ENCOURAGEMENT

Goal 1. School professionals work together as a child-centered, cohesive team.



59. Parents are encouraged to join their PreK children during mealtime. NA 1 2 3 4 60. The school nutrition manager and school staff meet to discuss menu issues

that affect PreK children. NA 1 2 3 4

61. School nutrition staff works with PreK teachers to integrate nutrition-related activities into the PreK learning curriculum.

NA 1 2 3 4

ENCOURAGEMENT

Goal 2. School staff is trained in the area of child development to meet the needs of Pre-Kindergarten children.



62. The school nutrition director provides information on menu and feeding issues associated with PreK children to parents.

NA 1 2 3 4

63. PreK teachers and parents are encouraged to talk about healthy foods in a positive way to PreK children.

NA 1 2 3 4

64. School nutrition staff provides nutritional resources for school staff to integrate nutrition-related activities into the PreK learning curriculum.

NA 1 2 3 4


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ENCOURAGEMENT




65. The school staff communicates information to parents in the parents’ preferred language or through translation.

NA 1 2 3 4

66. The school nutrition program utilizes community resources to meet the needs of PreK children.

NA 1 2 3 4

67. Parents are invited to join their PreK children for a school meal or snack. NA 1 2 3 4 68. Parents are encouraged to model healthy eating behaviors during mealtime. NA 1 2 3 4


134



MEALTIME OPPORTUNITIES

In this section, you will consider Best Practices related to the many possibilities for learning and interaction with Pre-Kindergarten children that can occur during mealtime. The mealtime opportunity practice category includes one goal:

Mealtime provides an opportunity to link good nutrition, learning, and socialization.

MEALTIME OPPORTUNITIES

Goal 1. Mealtime provides an opportunity to link good nutrition, learning, and socialization.




NA 1 2 3 4


NA 1 2 3 4

71. Menu items for PreK children are evaluated regularly for nutritional content and acceptance.

NA 1 2 3 4

72. The school nutrition staff is trained in customer service appropriate for PreK children.

NA 1 2 3 4

73. A variety of nutritious, culturally appropriate foods are offered to encourage PreK children to enjoy and develop healthy food habits.

NA 1 2 3 4

74. PreK teachers are encouraged to serve as role models by eating school meals with PreK children.

NA 1 2 3 4

75. PreK teachers are encouraged to engage PreK children in conversation about foods served.

NA 1 2 3 4

76. Children are encouraged to try the foods offered, including new unfamiliar foods.

NA 1 2 3 4


NA 1 2 3 4

78. School staff and parents are encouraged to engage in calm and positive verbal and nonverbal communication with PreK children.

NA 1 2 3 4


135

Pre-Kindergarten Best Practice Resource Review Best Practices for Serving the Nutritional Needs of


DINING ENVIRONMENT In this section, you will consider Best Practices that revolve around the mealtime environment and the dining environment of Pre-Kindergarten children in public schools. The dining environment practice category includes two goals:

Mealtime provides an opportunity to link good nutrition, learning, and socialization. The mealtime experience meets the needs of Pre-Kindergarten children.

DINING ENVIRONMENT

Goal 1. Mealtime provides an opportunity to link good nutrition, learning and socialization.




NA 1 2 3 4

80. The school staff communicates in the parents’ preferred language or through translation.

NA 1 2 3 4

81. A variety of nutritious, culturally-appropriate foods are offered to encourage PreK children to enjoy and develop healthy food habits.

NA 1 2 3 4

82. PreK children are encouraged to try new foods offered through the school meal program.

NA 1 2 3 4

83. PreK teachers are encouraged to eat the same food and engage PreK children in conversation about food served.

NA 1 2 3 4

84. Various means of marketing nutritional messages are place throughout the dining area.

NA 1 2 3 4


NA 1 2 3 4

86. A positive dining environment is provided for PreK children to foster positive social interaction.

NA 1 2 3 4

87. Cafeteria furniture is age-appropriate and developmentally suitable for PreK children.

NA 1 2 3 4

88. Cafeteria furniture is arranged to encourage appropriate social interaction. NA 1 2 3 4


136

DINING ENVIRONMENT

Goal 2. The mealtime experience meets the needs of PreK children.



89. Serving lines and salad bars are the appropriate size for PreK children. NA 1 2 3 4 90. The school nutrition program collects and analyzes data to monitor and

evaluate services provided by the school nutrition program to PreK children.

NA 1 2 3 4

91. School staff and parents are encouraged to engage in calm and positive verbal and nonverbal communication during PreK children’s mealtimes.

NA 1 2 3 4

92. School nutrition staff and school staff ensures that the dining environment at mealtime is pleasant, attractive, safe, and sanitary place to eat.

NA 1 2 3 4

93. Meals and snacks are served with minimal distractions in the dining area. NA 1 2 3 4 94. Acceptance is provided, if necessary, to PreK children during mealtime. NA 1 2 3 4 95. Dining furniture is age-appropriate and developmentally suitable for PreK

children. NA 1 2 3 4

96. Eating utensils are developmentally-suitable for PreK children. NA 1 2 3 4 97. Tables and seating areas are arranged to encourage appropriate social

interaction. NA 1 2 3 4


137



NUTRITIOUS MENUS AND MEAL EXPERIENCES

In this section, you will consider Best Practices related to nutritious meals and meal experience issues of Pre-Kindergarten children. The nutritious meals and meal experience practice category include the following four goals:

There is an on-going line of communication with School Nutrition directors, school staff, and parents;

A plan or procedures is in place to feed PreK children who come to school hungry or have missed the opportunity for meals;

Meals are planned with PreK children in mind; and Mealtime provides an opportunity to link good nutrition, learning, and socialization.


Goal 1. There is an ongoing line of communication with School Nutrition directors, school staff, and parents.



98. The school district and school nutrition program documents and addresses parental concerns through an open line of communication.

NA 1 2 3 4


Goal 2. A plan or procedures is in place to feed PreK children who come to school hungry or have missed the opportunity for meals.



99. The school district has policies and procedures to feed late arrival children who come to school hungry.

NA 1 2 3 4


NA 1 2 3 4


138


Goal 3. Meals are planned with PreK children in mind.



101. Menu items for PreK children are evaluated for nutritional content and appropriate portion size.

NA 1 2 3 4

102. A variety of food is offered to meet the age-specific and developmental needs of PreK children.

NA 1 2 3 4


NA 1 2 3 4

104. Menus offer a variety of choices to reflect ethnic and cultural diversity.

NA 1 2 3 4






NA 1 2 3 4


NA 1 2 3 4

107. Menu items served to PreK children are regularly evaluated for nutritional content and acceptance.

NA 1 2 3 4

108. The school nutrition director provides information to school staff on nutrition needs associated with PreK children.

NA 1 2 3 4

109. School nutrition staff practices good customer service and greets children in a positive, non-threatening manner.

NA 1 2 3 4

110. A variety of nutritious, culturally-appropriate foods are offered to encourage PreK children to enjoy and develop healthy eating habits.

NA 1 2 3 4

111. PreK teachers are encouraged to eat the same food and engage PreK children in conversation about food served.

NA 1 2 3 4


NA 1 2 3 4

113. Tables and seating areas are arranged to encourage appropriate social interaction.

NA 1 2 3 4


139



HEALTHY WELLNESS PRACTICES

In this section, you will consider Best Practices related to school professionals’ role in providing support of healthy wellness practices for Pre-Kindergarten children in public schools. The healthy wellness practice category includes the following five goals:

School staff is trained in food and nutrition policy and procedures; There is an ongoing line of communication on menu issues with school nutrition

directors, school staff, and parents; Partnerships are established with parents and community agencies to promote nutrition

education; A plan or procedures is in place to feed PreK children who come to school hungry or

have missed the opportunity for meals; and Mealtime provides an opportunity to link good nutrition, learning, and socialization.


Goal 1. School staff is trained in food and nutrition policy and procedures.



114. The school district and school nutrition program have procedures on health, safety, and emergency guidelines to protect PreK children.

NA 1 2 3 4


NA 1 2 3 4

116. Menu items for PreK children are evaluated regularly for nutritional content and appropriate portion size.

NA 1 2 3 4

117. All foods are served at the appropriate temperatures following food safety guidelines or according to the school district’s HACCP plan.

NA 1 2 3 4

118. The school nutrition program has written food and nutrition procedures for feeding children with food allergies and special feeding needs.

NA 1 2 3 4

119. The school nutrition program has written food and nutrition procedures for food substitutions appropriate for PreK children.

NA 1 2 3 4

120. Age-appropriate portion sizes are served to PreK children based on the USDA guidelines.

NA 1 2 3 4

121. The school nutrition program has written procedures for foods brought from home.

NA 1 2 3 4

122. The school nutrition program has policies and procedures based on HACCP principles to protect children from foodborne illness.

NA 1 2 3 4

123. School staff receives ongoing training on nutritional needs of PreK children.

NA 1 2 3 4


140


Goal 2. There is an ongoing line of communication on menu issues with school nutrition directors, school staff, and parents.



124. The school nutrition director provides information on menu and feeding issues associated with PreK children, to parents and school staff.

NA 1 2 3 4

125. The school district and school nutrition program documents and addresses parental concerns through an open line of communication.

NA 1 2 3 4

126. The school nutrition program has written food and nutrition procedures regarding children with allergies and special feeding needs.

NA 1 2 3 4

127. Nutrition issues concerning PreK children with special needs are addressed in a timely manner with parents and school staff.

NA 1 2 3 4





128. The school nutrition program has policies and procedures and informs parents about nutrition-related issues and services.

NA 1 2 3 4

129. School nutrition program collaborates with community agencies to carry out nutrition-related activities with PreK children.

NA 1 2 3 4

130. Parents are encouraged to join their PreK children to model healthy eating habits during mealtime.

NA 1 2 3 4

131. The school staff partners with the school nutrition staff to use the cafeteria as a learning lab for PreK children.

NA 1 2 3 4

132. School nutrition staff works with PreK teachers to integrate nutrition- related activities into the PreK learning curriculum.

NA 1 2 3 4


141


Goal 4. A plan or procedures is in place to feed PreK children who come to school hungry or have missed the opportunity for meals.



133. The school district has policies and procedures to feed late arrival children who come to school hungry.

NA 1 2 3 4


NA 1 2 3 4

135. Parents of PreK children who are unable to pay for meals/snacks are provided information regarding free or reduced eligibility and application.

NA 1 2 3 4






NA 1 2 3 4


NA 1 2 3 4

138. The school nutrition director provides information on menu and nutrition needs associated with PreK children to school staff.

NA 1 2 3 4


NA 1 2 3 4

140. Children are encouraged to try the foods offered including new or unfamiliar foods.

NA 1 2 3 4

141. School staff ensures that the dining environment at meal time is pleasant, attractive, safe, and sanitary.

NA 1 2 3 4


NA 1 2 3 4


142

Appendix M

Review Panel Email Invitations


143

Dear [Name], The National Food Service Management Institute (NFSMI), Applied Research Division (ARD), has drafted a research-based best practices/quality indicators resource for serving the nutritional needs of Pre-Kindergarten (PreK) children in public schools. School nutrition professionals assisted in the development process of this draft resource. Your name was provided to us because of your knowledge and experience with PreK programs. Therefore, we are inviting you to evaluate the draft of the best practices checklist. After the review process, these best practices will be incorporated into a user-friendly, web-based resource tool for school nutrition professionals. If you agree to participate, you will be mailed a review packet the week of June 8, 2007. The packet will include:

A cover letter describing the purpose of the study and instructions for completing the review process,

a best practices checklist for you to review as a self-assessment of your PreK program, an evaluation survey to assess the usefulness of the checklist and provide information

about your PreK program, and a postage-paid return envelope. Your participation in this study is strictly voluntary and your responses will not be linked to you individually. Please know that comments and suggestions collected from reviewers during the review process will be used to finalize the best practice resource. NFSMI, ARD respects the input and insight that school nutrition professionals provide to our research projects. If you agree to participate, it is essential that your review of the draft resource be completed and returned within the stated timeline. Please email me on or before Monday June 4, 2007 to confirm your willingness to assist us with this review. In the email, please provide me with contact information, to include: your complete name, job title, mailing and shipping addresses, and phone and fax numbers. If you have any questions or concerns, do not hesitate to contact me at 1-800-321-3054 or [email protected]. I look forward to hearing from you. Kristi Lofton, PhD, RD Research Scientist This project has been reviewed by the Human Subjects Protection Review Committee, which ensures that research projects involving human subjects follow federal regulations. Any questions or concerns about rights as a research subject should be directed to the chair of the Institutional Review Board, The University of Southern Mississippi, Box 5147, Hattiesburg, MS 39406, (601) 266-6820.


144

Appendix N

PreK Best Practice Guide Evaluation and Demographic Survey


145




EVALUATION

Strongly Disagree

Disagree Agree Strongly Agree

1. The goals and best practices under this practice category are clearly stated.

2. All of the best practices under the goals and practice category are measurable.

3. The best practices listed under the goals identify performance standards needed to serve PreK children.

4. The best practices will help achieve the goals under this practice category.

5. All of the best practices listed are applicable to meet the needs of PreK children in public schools.

6. Are there additional best practices needed to fulfill these goals? If yes, please write them below. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. Are there best practices that do not fit under the goals and practice category? Please write

the number(s) below. ________________________________________________________________________________________________________________________________________________________________________________________________ 8. Are there any best practices that need to be modified to fit under these goals and practice

category? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________


146



ADMINISTRATIVE SUPPORT

EVALUATION

Strongly Disagree









category? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________


147



ENCOURAGEMENT

EVALUATION

Strongly Disagree








the number(s) below. ________________________________________________________________________________________________________________________________________________________________________________________________ 8. Are there any best practices that need to be modified to fit under these goals and practice category? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________


148



MEALTIME OPPORTUNITY

EVALUATION

Strongly Disagree










149



DINING ENVIRONMENT

EVALUATION

Strongly Disagree



2. All of the best practices under this goal and practice category are measurable.

3. The best practices listed under this goal identify performance standards needed to serve PreK children.

4. The best practices will help achieve the goal under this practice category.





150




EVALUATION

Strongly Disagree










151




EVALUATION

Strongly Disagree









category? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________


152

PreK Best Practices Guide Review

DEMOGRAPHIC SURVEY

The following questions seek to learn more about you. Please answer the following questions by circling your desired response.

1. What best describes your job title? a. School Nutrition (SN) Director b. District-level SN professional staff c. SN Manager d. State Agency personnel e. Other, please specify___________________________________________

2. How long have you worked in school nutrition programs?

a. Less than one year b. 1 to 5 years c. 6 to 10 years d. 11 to 15 years e. 16 to 20 years f. More than 20 years

3. What is your certification/credentialed status? (circle all that apply)

a. NOT certified b. State Department of Education certification c. SNA certification d. SNS credentials e. Registered Dietitian f. Licensed Dietitian/Nutritionist g. Other, please specify

4. What is your highest level of education?

a. High School diploma or GED b. Some college courses c. Associate degree, major ________________________________________ d. Baccalaureate degree, major ____________________________________ e. Some graduate credits, area _____________________________________ f. Master’s degree, major _________________________________________ g. Graduate hours beyond Master’s degree, area________________________ h. Doctoral hours, major___________________________________________

5. Which of the following categories best describes the grade levels serviced at your schools?

a. PreK only b. PreK – lower Elementary c. PreK – Upper Elementary d. Other, please specify ___________________________________________


153

6. How many elementary schools in your district offer PreK programs/services? a. One b. Two c. Three d. Four e. Five or more

7. Which of the following categories best describes the PreK ages serviced at your schools? a. Age 3 only b. Age 4 only c. Ages 3 and 4

8. How many schools in your district offer nutrition services to the PreK program?

a. One b. Two c. Three d. Four e. Five or more

9. How many PreK students are served in your school district?

a. Less than 25 b. 26 - 100 c. 101 - 200 d. 201 - 300 e. 301 – 400 f. More than 400 PreK students

10. Which best describes the food program you follow for your PreK program? a. Food served under CACFP guidelines b. Food served under NSLP guidelines

11. Which of the following describes the meals served to PreK children? a. 1 snack only b. 1 meal only c. 1 meal + 1 snack d. 2 meals + 1 snack e. Depends on length of PreK program day

12. In what USDA Region do you work? a. Western – AK, AZ, CA, GU, HI, ID, NV, OR, WA, b. Mountain Plains – CO, IA, KS, MO, MT, ND, NE, SD, UT, WY c. Midwest – IL, IN, MI, MN, OH, WI d. Northeast – CT, MA, ME, NH, NY, RI, VT e. Mid-Atlantic – DC, DE, MD, NJ, PA, PR, VA, VI, WV f. Southeast – AL, FL, GA, KY, MS, NC, SC, TN g. Southwest – AR, LA, NM, OK, TX


154

Appendix O

NFSMI Best Practice Guide for School Nutrition Professionals Serving the Nutritional Needs of Pre-Kindergarten Children


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P. O. Drawer 188 University, MS 38677-0188

www.nfsmi.org

Item number R-119-08 (GY 06)

serving the nutritional needs of pre-kindergarten children in the

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