School Nutrition and Physical Activity Environment Report for Molalla Elementary School
This report provides a review of Molalla Elementary School’s wellness environment as determined by the Oregon State
University (OSU) GROW Healthy Kids and Communities (HKC) research team on January 16, 2013. The accomplishments
and opportunities identified in this report are based on current best practices for school wellness, specifically related to
nutrition and physical activity. We applaud the great number of successful healthy school practices and policies currently
happening at Molalla. Any of the suggested opportunities for growth may be used as starting points to initiate positive change
within the school environment and to further promote the health and well-being of Molalla students and community.
Many of the identified strengths within this report align with the current, evidence-based “best practices” for school nutrition
and physical activity facilities and praxes, as well as school and school district wellness policies. Some of the identified
opportunities for growth represent discrepancies between “best practices” and what the OSU GROW HKC team observed at
Molalla. As the school culture and climate continues to promote changes in the school context that will optimize and support
the development of healthy nutrition and physical activity habits, we encourage consistency with best practices. We also
encourage Molalla healthy school stakeholders to participate in school district wellness meetings to inform policy and practice
from your unique perspective as members of the Molalla school community and to learn from the wellness endeavors
undertaken by other schools in the district.
This report may be useful in its entirety, or specific sections may be useful for different stakeholders. For example, school
administrators may want to use the full report as evidence to apply for grant funds that will support initiatives to promote
healthy schools and students or to develop community partnerships to expand extracurricular physical activity opportunities.
Alternatively, the food service management may want to focus attention on the nutrition areas to identify specific strengths and
opportunities to improve the school nutrition environment. Regardless how the report is utilized, we encourage all
stakeholders to review the full report in order to gain a comprehensive understanding of the nutrition and physical activity
environment at Molalla.
The nutrition and physical activity environment at Molalla Elementary already meets several of the accepted “best practice”
recommendations. We encourage the Molalla community - school personnel, volunteers, parents, and students - to continue
raising the bar. For example, Molalla could develop and implement a school wellness policy and form a wellness committee.
To demonstrate the school’s commitment to student nutrition and physical activity wellness, we suggest that wellness be a
standing agenda item at Molalla’s Parent Teacher Organization meetings, and that wellness activities be highlighted monthly
via the school newsletter or a separate brief newsletter.
We appreciate Molalla’s willingness to collaborate with OSU on this project. Your participation suggests that the Molalla
Elementary School community is invested in the health and well-being of all students. We applaud Molalla for its current
efforts and encourage the school community to continue to grow and develop optimal school wellness policies and practices.
Report Date: May 2013
GROW Healthy Kids and Communities Principle Investigators:
OSU Extension Family and Community Health - Clackamas County Team:
Deborah John, PhD, deborah.john@oregonstate.edu
Kathy Gunter, PhD, kathy.gunter@oregonstate.edu
Beret Halverson, Kelsey Sterrett, Stephanie Stuart,
Kelly Streit
Introduction to the School Nutrition and Physical Activity (SNPA) Assessment
Schools are key sites for delivering nutrition and physical activity education and promoting healthy behaviors among
students. The School Nutrition and Physical Activity (SNPA) tool was developed to assess school resources and
readiness to improve nutrition and physical activity environments, suggest appropriate improvement strategies, and
score impacts resulting from environmentally-based treatments. The assessment tool includes 27 Area of Interest items
in two main component categories, Physical Activity and Nutrition, and considers the Physical, Situational, and Policy
Environment within each component (See Figure 1). SNPA assessments and reports can be leveraged to secure grant
funding for school partners to improve SNPA environments, document school-level changes resulting from national,
state, district, and/or school level policies, and evaluate school wellness, nutrition, health and physical activity
performance factors and practices.
Physical Environment
Physical
Activity
Situational Environment
Policy Environment
SCHOOL
BEHAVIORAL
ENVIRONMENT
Nutrition
Subpoint one
Subpoint two
Subpoint three
Figure 1. School Nutrition and Physical Activity (SNPA) Assessment Model
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School Readiness and Implementation Score
The SNPA assessment increases our understanding of the interplay between attributes of students (people) and schools
(place), and the effect on students’ behavioral choices and learning. Schools differ in many ways including their readiness to
take action on an issue and implement relevant practices and policies. The level of school readiness is a major factor in
determining whether a particular practice or policy can be effectively implemented and supported by the school community.
Assessing the level of readiness for changing environments and policies that promote a school culture of habitual healthy
eating and physically active lifestyles is a critical component of school wellness program planning and evaluation.
The Molalla SNPA assessment was scored by two independent auditors and the scores were combined to identify the overall
stage of readiness and implementation. The overall SNPA score reflects both the accomplishments and opportunities for
progress related to the current physical activity and nutrition environments at Molalla.
Molalla’s overall stage of readiness and implementation falls approximately at the “Pre-planning” stage. “Pre-planning”
indicates that some of the SNPA assessment criteria can be seen or observed, yet there is vague awareness of the school
nutrition and physical activity environment. A committee and pre-planning activities may exist without direct focused effort.
The remainder of this report provides recommended Strategies for Progress as well as highlights of accomplishments and
opportunities, specific to physical activity and nutrition, identified at Molalla Elementary school.
 Level One
No/very few criteria met;
little to no recognition of
issue; denial/resistance

Level Two
Some criteria met; vague
awareness; pre-planning
 Level Three
At least half criteria met;
preparation, early
initiation
 Level Four
 Level Five
Most to all of criteria
met; implementation is
observable; stabilization
All and more criteria met;
high level of community
ownership; evaluation
Strategies for Progress
o Raise awareness that the community can do something to improve the physical activity and nutrition environments at
Molalla Elementary.
o Provide information about the need for school wellness improvement efforts by delivering presentations or posting flyers
at local community meetings and events.
o Conduct informal surveys and interviews about school wellness with school staff, parents, and community members.
o Conduct focus groups to discuss issues and develop strategies.
o Publish newspaper editorials and articles with general information about school wellness efforts and local implications.
o Visit and invest community leaders in improving the school nutrition and physical activity environment.
o Review existing nutrition and physical activity efforts (curricula, programs, activities, etc.) to determine the degree of
success of the efforts.
o Increase media exposure through radio and television public service announcements that highlight the need to improve
the nutrition and physical activity environment at Molalla Elementary.
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
Level Two
Some criteria met; vague awareness; pre-planning
Overall Physical Activity Score (2.2) = Average of the 3 Physical Activity Environments:
Physical Environment = 2.8; Situational Environment = 2.1; Policy Environment = 1.0
Physical Activity Accomplishments
Physical Environment
 An indoor gymnasium /physical activity play space is available to accommodate physical education and physical activity.
 School yard, grounds and outdoor facilities provide a safe, enclosed space for physical activity/active play.
 Bicycle storage racks are available to support active transportation to and from school.
Situational Environment
 Portable active play equipment is available, easily accessible, and offers a wide variety/range of experiences.
 Indoor and outdoor spaces are organized, clean, and portable play equipment, loose items; supplies are appropriately located and used.
 The active play spaces are well utilized and provide a motivational climate that includes a variety of stimulation opportunities.
 The school has a dedicated facility for the physical education program with adequate space and lighting to support motor development,
learning, and equipment storage.
Policy Environment
 All students participate in at least 20 minutes of active recess daily.
 The school has a dedicated facility for the physical education program with adequate space and lighting to support motor development,
learning, and equipment storage.
 Physical activity education encourages pro social behaviors and active lifestyle habits.
Physical Activity Opportunities for Progress
Physical Environment
o Require playing fields to be leveled, drained, turfed, and maintained on a regular basis.
o Ensure separate outdoor space is available for physical education instruction without recess interruptions.
o Increase the variety of outdoor physical activity opportunities to include all of the following: multipurpose solid surface; play courts; open
green/field/turf space; anchored play/sport equipment; track/trail, other.
o Enhance the playground by incorporating a greater variety of natural/fabricated elements such as trails, climbing walls, stepping stones,
trees, and shrubs.
o Explore options for increasing the amount of sheltered outdoor space to accommodate the total number of students using the space during
inclement weather.
o Establish a school garden/landscape with features such as in-ground gardens, raised beds, and/or container gardens.
o Ensure outdoor surfaces vary throughout the space, including different textures and movement experiences, and are well maintained to
support user mobility and safety.
o Advocate for safe, active transportation routes to and from school, including sidewalks, bike lanes, clearly marked crosswalks, and other
traffic calming features.
Situational Environment
o Train paid/volunteer facilitators to be available during recess to motivate equipment use and active participation among all students.
o Enhance active play spaces with decorative elements or objects to add visual and/or auditory interest and appeal to the spaces (e.g.
banners, chimes, sculptures, murals, etc.).
o Enhance the multi-sensory experience of active play spaces with fragrant, non-poisonous plants (e.g. herbs, flowers).
o Use strategically placed promotional materials/posters to encourage physical activity.
o Ensure indoor physical activity space is scheduled to support maximize usage, especially if it is used for other purposes.
o Provide extracurricular school programs that offer access to a variety of indoor and outdoor physical activity facilities and opportunities that
reflect the perspectives, diversity and needs among students, families and the community.
o Ensure extracurricular school programs use physical activity resources and curricula that are aligned with credible professional groups.
o Develop and utilize a school garden to promote physical activity/active lifestyle habits and skills. Hire a paid or volunteer garden
coordinator to manage garden activities and to promote physically active gardening.
Policy Environment
o Develop a written school wellness policy or adopt and implement the district wellness policy.
o Form an active wellness committee with specific physical activity-related objectives and/or a physical activity subcommittee.
o Create a policy that prohibits physical activity from being used for or withheld as punishment for student behavior.
o Ensure all students have equal opportunities to participate in year-round gardening activities to promote physical activity.
o Request the school district to allocate funds for school wellness policy implementation.
o Consider collecting and tracking information on student health and wellness (e.g. height/weight, physical activity/fitness) annually.
o Advocate for a structured physical education/activity program coordinated and/or instructed by trained/credentialed physical educator(s).
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o Provide students with the opportunity to participate in a minimum of 150 minutes of structured physical education/activity per week.
o Require all students to be assessed on physical activity mastery skills and report results on the student report card.

Level Two
Some criteria met; vague awareness; pre-planning
Overall Nutrition Score (2.2) = Average of the 3 Nutrition Environments:
Physical Environment = 2.0; Situational Environment = 2.5; Policy Environment = 1.7
Nutrition Accomplishments
Physical Environment
 Molalla offers students a clean, safe, and pleasant cafeteria setting with adequate space for eating meals.
Situational Environment
 The school breakfast & lunch programs meet USDA standards for reimbursable meals.
 The school breakfast & lunch program avoids "overt identification" of students who qualify for free/reduced meals.
 Staff prompts students to choose healthy foods and beverages.
 Marketing of healthy foods and beverages includes posters, table tents, creative naming of menu items, and/or strategic placement/pricing
of healthy options to make them easier for students to choose.
 Drinking water is available to students, free of charge, at all times during the school day.
 The cafeteria has a friendly, comfortable, inviting atmosphere, and foods are presented in a tempting and appealing manner.
Policy Environment
 Lunch is scheduled between 11am and 1pm. Recess is scheduled before lunch.
 Marketing is restricted to competitive foods and beverages that meet state standards for foods and beverages sold in schools.
 Funds or resources are secured to support nutrition priorities for students and staff.
 Nutrition education is aligned to the State Department of Education Health Education standards.
 Nutrition education curriculum provides developmentally and culturally appropriate activities with opportunities to practice skills.
Nutrition Opportunities for Progress
Physical Environment
o Ensure entrance to cafeteria is clear, dry, and free of obstacles, and facilitate free-flowing traffic to reduce or eliminate congestion and
safety risks.
o Utilize school grounds to grow a garden that includes edible produce such as vegetables, fruits, legumes, herbs, and other edible plants.
o Consider utilizing waste from school meals for garden compost.
Situational Environment
o Initiate a farm-to-school program that integrates local agricultural products such as vegetables, fruits, eggs, and dairy into school meals.
o Ensure the school breakfast and lunch menu items represent the cultural diversity of the student population.
o Communicate information about the nutritional content of meals to students, staff, and parents.
o Provide menus in the language(s) that parents primarily speak.
o Encourage school staff to enjoy lunch with students and model healthy eating practices.
o Designate an edible garden for active student and staff participation in gardening and experiential learning about healthy eating.
o Incorporate the school garden produce into school meals/snacks, and/or use for taste testing purposes.
o Promote healthy eating by marketing only healthy foods and beverages, providing tasting opportunities for students, and displaying
promotional posters highlighting healthy food options.
o Promote water as an essential nutrient that is important for health and as a substitute for sugar-sweetened beverages.
o Ensure all students arrive at the cafeteria in time for students to enjoy the full 20 minute lunch period.
o Provide and/or partner with community resources to provide healthy foods and beverages, and nutrition education opportunities before
and/or after school and in the summer. Ensure program staff receives training on healthy eating, serves as role models for students by
making healthy choices, and uses evidence-based nutrition resources.
Policy Environment
o Develop a written school wellness policy or adopt and implement the district wellness policy.
o Form an active wellness committee with specific nutrition-related objectives and/or a nutrition subcommittee.
o Create a policy that specifies adequate time for meals (at least 10 minutes for breakfast and 20 minutes for lunch after sitting down to eat).
o Create a policy that prohibits use of food as a reward, reinforcement, or punishment for students.
o Encourage the school food service director and staff to receive annual continuing education on topics including the Dietary Guidelines for
Americans as well as nutrition education to promote healthy eating practices.
o Develop a policy for foods and beverages served to students outside the school meals program, including fundraisers, parties, and snacks.
o Provide K-5 students nutrition education that includes weekly instructional time equivalent to a minimum of 400 minutes annually.
o Require all health education teachers to receive annual professional development on effective practices for nutrition education for a
minimum of three contact hours.
o Develop a written plan to integrate healthy eating instruction into at least two other subject areas.
o Require all students to be assessed in health, nutrition, and healthy eating and report results on the student report card.
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o Advocate for a health and nutrition educator to be employed by the school or school district.
Healthy Eating and Physical Activity Guidelines
Centers for Disease Control and Prevention. School Health Guidelines to Promote Healthy Eating and Physical
Activity. http://www.cdc.gov/healthyyouth/npao/strategies.htm
U.S. Department of Agriculture and Department of Health and Human Services. Dietary Guidelines for Americans.
http://health.gov/dietaryguidelines/2010.asp
U.S. Department of Health and Human Services. Physical Activity Guidelines for Americans.
http://www.health.gov/paguidelines/guidelines/default.aspx
Resources for Schools
Yale Rudd Center for Food Policy and Obesity Wellness School Assessment Tool
http://wellsat.org/
Presidential Youth Fitness Program
http://www.presidentialyouthfitnessprogram.org/
USDA Healthier US School Challenge
http://healthymeals.nal.usda.gov/healthierus-school-challenge-resources-1
Centers for Disease Control and Prevention. Youth Physical Activity Guidelines Toolkit.
http://www.cdc.gov/healthyyouth/physicalactivity/guidelines.htm
Nutrition Education Services, Oregon Dairy Council
http://www.oregondairycouncil.org/
National Dairy Council
http://www.nationaldairycouncil.org/ChildNutrition/Pages/ChildNutritionHome.aspx
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