Our Wellness PolicyWellness Policy (EFE).pdf
Why a Wellness Policy?Childhood Obesity
& Diet Related Illness
How we accomplish our goals
Partners for School Wellness
Our District has developed a Wellness Policy that is focused on improving the health of students. The policy was developed by the health and wellness committee that includes teachers, parents, administrators, and students. Anyone wishing to join the Committee, please contact Virginia Jeffries at 540-743-6533 ext. 2816.
Sharing the Message of Wellness
One of our goals is to share the message of nutrition and wellness via our department's Web site that emphasizes the importance of nutrition AND fitness. Our site provides information on the nutrition and fitness for teachers, parents, and students, as well as, a variety of learning tools.
Key Areas of our Wellness Policy
Balance is essential for any Wellness Policy. Key areas include:
Most Recent Assessment Results
Most recent results of our School Health Index Assessments are below. For more detailed information on the results, please contact Virginia Jeffries at 540-743-6533 ext. 2816:
Module 1 – School Health & Safety Policies and Environment
Luray High and Middle rated it HIGH
All other schools rated it Medium (61-80%)
Module 2 – Health Education
PCHS & Shenandoah rated it HIGH
LMS rated it LOW
All other school rated it MEDIUM
Module 3 – Physical Education and other Physical Activity Programs * recess, after/before school access
LHS, LMS and LES rated it HIGH
All other schools rated it MEDIUM
Module 5 – Health Services
LHS & Stanley rated it HIGH
All other schools rated it MEDIUM
Module 6 – Counseling, Psychological and Social Services
All schools rated it HIGH except LES – rated MEDIUM
Module 7 – Health Promotion for Staff
All schools rated it LOW – LHS rated it at the bottom of MEDIUM (41-60%)
Module 8 – Family and Community Involvement
All schools rated it MEDIUM except LMS rated it LOW
Students receive a portion of some health awareness information through a program--All-Stars
Organ Wise Guys K-2
Students seem to enjoy activity and units and value the need for the activity
Frequency of PE in Elementary Schools
PCHS has strength in the fact that we have a full-time nurse on staff that meets and can assess our student population and can recommend students and families to community based services
The school has a full time nurse to provide health services
One of our many strengths includes our assessment team for mental health and self-harm as well as threats to others. We have a team and a referral system as well as a very great assessment.
High School Counselors work collaboratively with Middle School Counselor and Administration to identify students with potential mental health needs.
Incoming students receive a lot of support for transition; also lead by peers
Good Communication Among Elementary Counselors
Some of the staff lead by example and demonstrate healthy lifestyles and encourage students to do the same
Gym Membership Discount for Teachers?
Our building is a weakness when it comes to health as it is not always handicap accessible.
No specific health curriculum in place
Lack of funding for age-appropriate textbooks to supplement curriculum
Professional development in health education
More Unified District Health Curriculum for K-5
The student body is not always receptive to this type of information in a world that is saturated with technology. They want to be on their mobile devices more than they want to participate in physical ed.
Students withheld from physical education class to complete work in another class
Students kept from recess for discipline issues
Some students receive P.E. only twice a week during particular rotations; 90 minutes
Funding for New Equipment Options for Students
It is also a weakness that when the school nurse does try to refer students and families to community resources; those community resources are limited.
Lack of awareness for tobacco and asthma management protocol programs
Collaboration with teachers on specific concepts or units, such as tobacco awareness
One of the weaknesses in our mental health procedures, which is actually out of the school's control, is our lack of mental health resources locally to refer students to.
More classroom and school-wide promotion of mental health issues with curricula may be
Every Counselor Runs a Different Program, No Consistency Among Counselors in County
No programs in place to help or train staff
In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA.
Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available in languages other than English.
To file a program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, (AD-3027) found online at: http://www.ascr.usda.gov/complaint_filing_cust.html, and at any USDA office, or write a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call (866) 632-9992. Submit your completed form or letter to USDA by:
(1) mail: U.S. Department of Agriculture
Office of the Assistant Secretary for Civil Rights
1400 Independence Avenue, SW
Washington, D.C. 20250-9410;
(2) fax: (202) 690-7442; or
(3) email: email@example.com.
This institution is an equal opportunity provider.