The Obesity Association & Prevention Program for Young Females.
Community Associations: Helping Hands Center for Obesity, Inc.
Target Population: Females Under 19
Health Issue: Childhood Obesity & Weight Gain
Table of Content
Obesity and overweight have become a health concern in our country, affecting children of different races, ethnicity, and gender. Factors triggered by the disease are the child’s environment, genetics, family medical history, and socioeconomic status. Childhood obesity does not only affect families financially but it affects our nation. In the United States, it is estimated that the direct health expense for childhood obesity to be $14 billion dollars per year. The Economic Costs of Obesity (n.d.) has projected that the health costs for obesity-related illnesses to be $549.5 billion in the years to come. Due to the staggering projection, it is also estimated that the expenditures rates will increase for disability and unemployment benefits as well for businesses ($4.3 billion annually) that have employees that miss work due to obesity (Economic Costs of Obesity, n.d.).
Health risks concerns derived from the condition are that children may develop life-threatening diseases as they get older. Diseases such as diabetes, hormonal, respiratory issues, cardiovascular defects, cancers, neurological and emotional distress. Childhood obesity and weight gain contribute to the child’s dietary patterns and body mass index (BMI). The BMI index in children is a calculation includes age and sex utilizing a pediatric growth chart (Childhood Obesity Is a Complex Health Issue., 2020a). Another factor seen in childhood obesity is birth weight and being overweight or obese as young as 5. Obesity or weight gain in children is reversible; such changes in the child’s dietary patterns and parents’ participation help them meet their health goals.
I. Description of the Project Context and Setting
For our project we have identified three non-profit organizations that are local and have missions and goals similar to ours which are preventing childhood obesity. Not only are these non-profit organizations geared for prevention for childhood obesity but they also teach low income families on how to maintain a healthy lifestyle on a budget. These organizations are directly involved with the school district in educating young children about healthy food choices and physical activities. The first community partner that we have identified as a valuable asset to form a professional liaison is Helping Hands Center for Obesity, Inc. founded in 2006 and located in Dallas Texas. The Helping Hands Center for Obesity, Inc is a non-profit organization that thrives in promoting behavioral health changes for young children and teens with parents’ collaboration. The chief executive office Latasha Woods has formed a program where she focuses on the “Paradigm of change through a conscious mind, one step at a time: process, change, and convert” (ABOUT US, 2014). Our program identifies itself with Latasha Woods’s mission and vision as we see ourselves implementing a step program for each young girl and teen to conquer their health goals with the help of their families and community.
The Helping Hands Center for Obesity, Inc program has formed projects that they utilize to educate families, children, and the community about the prevalence of childhood obesity. The way Helping Hands Center for Obesity, Inc has thrived to be a successful program is by teaching health and wellness, food preparation, food portion control, and how to read nutritional food labels. They also teach about the importance of exercising, physical and mental well-being (ABOUT US, 2014). One of their highlighted campaigns was introduced by the former first lady Michelle Obama’s “Let’s Move” campaign (ABOUT US, 2014). This campaign’s primordial goal is to educate young children about being properly informed consumers, being productive, and being the active healthy members of their community (ABOUT US, 2014).
The second partnership that is essential for our program is called Three Brothers Learning is a non-profit organization founded in 2013 based in Little Elm Texas. This organization’s main objective is to increase nutritional snacks and meals that are provided to children of low-socioeconomic status. Their direct approach is working with school districts and communities where healthy food selection can be bought at an affordable price in grocery stores, and restaurants. The third non-profit organization is called Independence Gardens, founded in 2013 located in Lewisville, Texas. Independence Gardens’ mission is to “connect children with food through actionable, and impactful nutrition education programs”. One of their well-known programs is called the Apple Project which is part of their Come and Eat It campaign. This campaign pertains to growing produce in school gardens and having chefs visit the schools and teach children and teens how to prepare healthy meals with the produce they grow.
We see ourselves collaborating with the organizations by utilizing their expertise in assembling a good, well-thought-out plan to benefit communities where childhood obesity is prevalent. The other reason is the relationship formed with the non-profit organizations that we have mentioned above can help prolong the livelihood for children and educate parents to adapt to a healthy lifestyle on a budget. The other benefit that we see in these organizations is their connection with the school districts and local vendors.
Facility contact information:
· Helping Hands Center for Obesity, Inc. PO Box 397842 Dallas, Texas 75216. https://helpinghandsc4o.wixsite.com/hhc4o
· Contact Person: La Tasha Woods (Chief Executive Officer and Founder) Telephone: (214) 549-8750 Email: email@example.com
· Three Brothers Learning. P.O. BOX 1541 Little Elm, TX 75068. https://www.threebrotherslearning.org/
· Contact Person: Dr. Eldridge Moore Assistant Principal for Richardson ISD (Cofounder) Telephone: 413-438-3663. Email: FeedingChildren365@gmail.com
· Independence Gardens. 2520 Wales Way Lewisville, TX 75056. https://www.independencegardens.org/
· Contact Person: Chonnie Richey (Founder, Executive Director) firstname.lastname@example.org
II. Priority Population and Key Health Issues
The critical health issue that our program is interested in addressing is childhood obesity and weight gain in school-age females. To understand the prevalence of childhood obesity and overweight, we need to know the differences and similarities. Obesity is the prolonged effect of consuming excess calories and having a Body Max Index (BMI) that exceeds the 95th percentile in a pediatric growth chart (About Child and Teen BMI, 2020; Obesity, 2016). Overweight is a term that means a bodyweight measurement that indicates too much weight obtained from muscle, bone, body fat, and body water and falls in the 85th percentile range in a pediatric growth chart (About Child and Teen BMI, 2020; Obesity, 2016). The prevalence rate of childhood obesity in the United States was increasing in 1971; the obesity rate was 5.2%, and in 2018 the rate is 19.3% (State Obesity Data, 2020). The general childhood obesity rate is 13.9% among 2 to 5 year-olds, 18.4% among 6 to 11 year-olds, and 20.6% among 12 to 19-year-olds (Childhood Obesity Facts | Overweight & Obesity | CDC, 2021a).
The State Obesity Data (2020) shows 18.0% of young girls between the ages of 2 to 19 are affected by obesity or overweight. The data also demonstrates that in 2001 the obesity rate for females to be 14.3%, and for 2018 is 18% (State Obesity Data, 2020). But looking at the statistics at a local level Texas has become the twelfth state with 14.6% among 2 to 5 years-olds, 17.3% among 10 to 17 years-olds, and 16.9% among high schoolers (State Obesity Data, 2020). The Childhood Obesity Facts (2021b) inform us that obesity in girls for Hispanics is 22.5%, for non-Hispanic black children is 20.0% versus non-Hispanic white children is 17.8% and for non-Hispanic Asian is 8.4%. Besides ethnicity, other factors contributing to childhood obesity have to do with their socioeconomic status, environment, and educational level. Based on socioeconomic status statistics between 2 to 19 years of age, the prevalence of obesity in low-income families is 18.9%, 19.9% middle income group, and 10.9% among high-income groups (Childhood Obesity Facts | Overweight & Obesity | CDC, 2021c).
Statistics show that educational level plays a role in a child’s weight due to their living situation and parent education level. Some of the data shows that about 36.2% of adults do not have a high school diploma, and 34.3% do have a high school diploma are at risk of obesity. In contrast to adults (25.0%) with a college degree have a lower risk of obesity (25.0%) (Childhood Obesity Facts | Overweight & Obesity | CDC, 2021d). Research studies have focused on the incidence of when a child can become obese and overweight; the results are astonishing. A cohort study conducted by Cunningham et al. (2014, p 410 ) evaluated childhood obesity in the United States. The researchers concluded that children as young as five could become overweight before kindergarten and be diagnosed with obesity by 14. The study also demonstrated that children with high birth weight contribute to developing obesity later in their lifetime. Other studies have emphasized the association between childhood obesity and health.
According to research performed by Flores and Lin (2012, p. 32), they identified that if a child has severe obesity, they can develop cardiovascular risk factors by 19% having high or borderline blood pressure, 59% having more than two cardiovascular risk factors, and 94% have an abundance of adiposity. Additionally, other diseases that have to identify with childhood obesity are developing Type 2 Diabetes, respiratory problems, musculoskeletal discomfort, and cancers. Not only does obesity cause health illnesses, but it also inflicts depression, anxiety, low self-esteem, low quality of life, bullying, isolation, and body image disturbances (Childhood Obesity Is a Complex Health Issue., 2020b).
The key health issues identified for our programs are consistent with HealthyPeople 2030 based on objectives and outcomes. The goals identified are reducing the predominance of obesity and overweight, especially in young girls and adolescents, targeted by 15.5% (Healthy People 2030 | Health.Gov, n.d.). One way to accomplish this objective is by promoting monthly or monthly healthcare visits between our program and the patient by providing adequate counseling in nutrition, weight loss, and physical activities done in conjunction with family members as their support system. Another point is to educate young girls, adolescents, and parents about healthy food selection and minimize saturated fats in processed foods and sugary products. Some of the healthy food selections that will teach young girls are increasing fruit, vegetables, plant-based foods, whole grains, lean proteins, and consuming adequate water.
Part of the program’s educational side will be utilizing virtual health workshops for families and young girls to achieve health and physical goals. Another contribution obtained from HealthyPeople 2030 is that early childhood education and development are components of education accessibility and quality of life. This goal reasons that HealthyPeople 2030 has identified that early life stress and the negative impact a child’s mental and physical health. The adverse event can slow down the child’s healthy growth and develop poor health in the future.
III. Key Leaders/Stakeholders and Supporters………..(______)
Well we need a certified clinical specialist to bill insurance for reimbursement
· Identify the key leaders and stakeholders who would be involved in decisions and actions related to the health issue.
· You will interview two stakeholders or key leaders. Follow the guidelines provided for these interviews.
· In the body of the paper, briefly describe who you interviewed and summarize the most important information you obtained from the interviews, including their perspectives regarding the health issue (refer to the guidelines for conducting these interviews). In addition, you must include all the questions you asked and the stakeholders’ answers in the appendix.
· Identify other public or private providers (in addition to your community partner) who are currently offering services and resources related to the key health issue for your priority population.
· Identify who you would include as members of your Planning Committee for the program. You do not need to provide specific names, but rather list the types of members you would include, such as the city major, a representative of the county health department, etc.).
IV. Mission, Goals & Objective
Our program mission:
· Foundation focused on preventing obesity in children by promoting overall family healthy eating through proper physical, emotional, and eating habits resulting in prolonged balanced livelihood.
· Involve parents as the foundation for the prevention of childhood obesity.
· To decrease and normalize BMI ranges in obese young females ages between 2 to 19 from 30kg to 24kg.
· To promote the Obesity Prevention in Females Association in a virtual health event for the Summer of 2021. Due to the COVID-19 pandemic.
· Ten clients participate in the program, weekly assessments to discuss progress for the first month, then bi-monthly until December 2021; some participants may require more extended evaluations than others.
· To inform families of the benefits of physical activity and healthy behavioral habits.
· To teach parents to cook well-balanced meals for the entire family at a low cost.
· Teach young females the importance of adapting to good behavioral health.
· To break the cycle of obesity in young females and preclude premature death and infirmity before becoming adults.
· To have parents and children work as a team to conquer health goals.
· Provide techniques for families to achieve healthy habits on a budget without thinking that healthy nutrition is expensive.
· Break the stigmatism and wrong perception that individuals have about healthy foods being tasteless.
· To decrease the total ratio of school-age obesity to 25%, currently kindergarten obese is 14.9% and middle school age 17, totaling 31.9%.
V. Intervention …………….(__Bina____)
· First, briefly discuss the theoretical basis for the intervention you are planning. Specify which theory or model you are using as a guide in the planning process. Explain why you chose this particular theory. Your explanation should include key concepts from the selected theory/model and demonstrate a basic understanding of how to incorporate the theory/model into the planning process.
· Next, address the seven major considerations for designing appropriate interventions as they relate to your program (also see pp. 228 – 233 of McKenzie et al., 2017):
· What needs to change?
· At what level of prevention will the program be aimed?
· At what level(s) of influence will the intervention be focused?
· What types of intervention strategies are known to be effective (i.e., have been successfully used in previous programs) in dealing with the program focus? You will need to explore the literature for examples. Follow Green and Kreuter’s (2005) guidelines for selecting intervention strategies – best practices, best experiences, and best processes.
· Is the intervention an appropriate fit for the priority population?
· Are the necessary resources available to implement the intervention selected?
· Would it be better to use an intervention that consists of a single strategy or one that is made up of multiple strategies?
VI. Identification & Allocation of Resources……………
Since our program will start with 10 participants, we will have a combination of internal and external personnel. The education and health assessment of our program will be done by us internally. Doing the work among ourselves gives us a chance to establish a close relationship between participants and their parents. Our goal is for every participant to fulfill their health goals with our help, resources available, and family. Since we will be the educators, our costs for hiring personnel and time spent training them will be none. For external resources utilizing our partnerships with the non-profit organization motivates us to incorporate our program in schools. Using a peer education format can offer a way of marketing as children will be implementing techniques they have learned in school in their communities. This new implementation technique can help us expand our program throughout the Dallas/Fort Worth area and obtain government funding. Employing our non-profit partners’ as vendors will benefit us by starting our program in the right direction.
The organization called Helping Hands Center for Obesity Inc is the only center currently available in Dallas to combat childhood obesity. Their successful program will give us the tools needed to incorporate our program into the community. Another point to be aware of is the vendors that sponsor the non-profit organizations that we have to acquire to be involved with our program. Some of the sponsors involved are Walmart, Aramark, Amerigroup and Real Solutions in Healthcare. All organizations that we have researched consist of volunteers from highschool students to licensed nutritionists and educators. Another method of external resources are the cellular applications that we will be using to check the progress of each participant which are NoObesity-family, FitOn, and Su SNAP-ED. The NoObesity app is dedicated to families and one for professionals. The app works by linking both accounts at time of visit this way we can see the progress of each individual such as food choice, physical activity, and it also provides other resources such as counseling if needed.
Our program will be virtual due to our pandemic situation, and everyone has agreed to work remotely and utilize google meet, facetime, or google chat to have weekly meetings. For health events, we are going to associate with facilities that have yearly health expos for children. At the moment, there are no health expo events due to COVID outbreaks. But in the meantime, we can use outdoor platforms such as parks to promote physical activities, cooking sessions and provide educational websites and apps to participants and families. Every event will follow the CDC safety guidelines and occupancy limit for everyone’s safety. For indoor platforms, we hope to utilize community centers close to our clients for weight assessments, counseling, and weight loss goal settings. Being in a location where participants live is essential for transportation purposes because many will be from low-income communities.
For instructional resources, we will utilize informational health materials from the U.S Department of Health and Human Services website. The website provides valuable information for children and teens. We will provide the link for a pamphlet called “U R What U Eat,” an educational tool that demonstrates healthy food groups and snacks versus lousy food choices (Materials for Children, Tools & Resources, NHLBI, NIH, n.d.). The other materials used from the U.S. Department of Health and Human Services website the Take Charge of Your Health: A Guide for Teenagers. The health guide provides an informational resource for teens to make good health decisions, to promote physical activity, weight management, adequate sleep, and how the body uses the macronutrients and micronutrients for energy (Materials for Children, Tools & Resources, NHLBI, NIH, n.d.). The website also provides tips for parents to help their daughters achieve their health goals. The U.S. Department of Health and Human Services offers online tools and curriculum on how to develop a health program and one of them is the We Can campaign. The We Can campaign is a program that involves parents and children and is recommendable for a starter health program to enroll. The tool kit provides lessons and curriculums that can be implemented to families and participants to achieve a better quality of life.
The Centers for Disease Control and Prevention (CDC) (2021a) offers an educational site called Infant and Toddler Nutrition Microsite for infants to 24 months. The CDC also has other websites that they are part off and one of them is called HealthyChildren.org. The HealthyChildren.Org – From the American Academy of Pediatrics, (2021) have a selection of informational materials for parents, caregivers, and children of different ages. One of the programs that pertains to our project is the Healthy Living program that involves nutrition, fitness, emotional wellness, and sleep. The other resources that the CDC have on their website is the Early Care and Education (ECE) program to prevent obesity in children under the age of 5. One example of the ECE program is nurturing young children to become healthy eaters (CDC Nutrition, 2021b). Another resource that the CDC has for program planners is a manual called Early Childhood Obesity Prevention Policies. For example the manual teaches the planner on how to assess children that are at risk of obesity and how to set goals to help participants fulfill theirs. The examples that we have mentioned are one of the many teaching methods that are explained in the manual (Birch & Parker, 2011). A different resource that the CDC counts with is called Meal Time which promotes by adding fruits and vegetables to a diet.
Additional resources that we are going to use are from our partnerships with the non-profit organizations. The organization Three Brothers Learning such as educating low-income communities to increase the availability of nutritional snacks and meals provided to children in school districts, grocery stores, and restaurants. Next, with the Independence Gardens organizations utilizing their expertise on home grown produce such in developing an area where the community can grow their own produce and learn ways and techniques on how to cook them in a healthier way. Then we would use the Helping Hands Center for Obesity, Inc organization in forming educative fun programs to educate families, children, and the community about the prevalence of childhood obesity and how to make behavioral health changes. Lastly, other resources that we have looked at since our program is virtual are cellular applications that are free for consumers and they are NoObesity Family, FitOn, and SU SNAP-ED. All of these program apps are going to be utilized as goal trackers, calorie portion control, informational nutrition material for families, and physical exercise motivator.
The advantages to why we chose the U.S. Department of Health and Human Services website, and the CDC as an effective educational resource for our program is because it provides information in english and spanish. It also makes it accessible for us to obtain and explain the information to participants in lamest terms. Another thing is that this government website provides curriculums that are based on individual age groups and involve the participation of parents. Utilizing the resources from the non-profit organization can help us in communicating with communities where the help is greatly needed to combat childhood obesity. The cellular applications have an advantage because they are free and participants are able to keep track of their progress as well for us as educators. We can see how they are incorporating the new habits into their daily routines.
· Write one sample lesson plan and place it in an appendix. For an example lesson plan format, see McKenzie et al., 2017, Figure 8.3 on p. 205.
· *½ physical activity and nutrient (read a label)
Equipment and Supplies ……………( Raquel _____)
Equipment needed for foundation to be successful will be electronics, such as internet service, computer, phone. To be successful on line the organization will need to have a website created that is user friendly, with rights to the domain. Owning rights to the domain will give the organization the to easily update the website with current information. As for location, the assessment will be provided virtually, so no physical location will be leased. As for nutritional cooking classes, these will be provided at schools, health fairs, or any specialized gathering promoting obesity prevention. Cooking classes will require the following: tables, cooking burners, pot and pans, knives, cutting boards, prep-bowls and cooking utensils. All the equipment will be provided by the organization to chefs, nutritionists when cooking demonstration and taste tests sampling are completed. Food for cooking classes will be provided via donations given the produce is not available from local gardens. Any surplus produce will be given for free at test demonstrations. Gardening project will be sponsored by the city or school, the organization will discuss with the city and to provide a location in a community park or school to garden. Funding for the garden will be provided by the local home improvement stores in form of donations for soil, seed and gardening equipment. Donations for gardening cooking equipment will be stored in a storage unit and will be used either annually to rebuilted garden and cooking demonstrations.
Income Sources ………….(_Raquel _____)
Funding for the program will be available through federal grants, donations along with both government and private insurance. Federal funding will be applied for through the Center of Disease Control and Prevention division of Nutrition, Physical Activity, and Obesity. In 2020 the state of Texas offered $4,042,246 to five different organizations. In comparison to other states Texas offers the most money and has five organizations, more than any other state.
In the event the client is insured we will make an effort to be compensated by insurance plan.
For individuals covered by Medicare/Medicaid initial face to face nutritional assessment we can expect to be compensated up to $35 each fifteen minutes and for each additional re-assessment $29 each fifteen minutes. As for nutritional classes we will attempt to bill insurance, but no guarantee that insurance will cover. Donations will always be accepted online, though our webpage. Fundings will also be provided from local gardening organizations, in the form of food, which will be used for cooking classes, any abundance will be provided to individuals with income hardship.
Examples may include in-kind donations, grant funding, the fee for service, and/or reimbursement from insurance, Medicare/Medicaid. If you plan to use grant funding to support your program, include the request for proposal (RFP) notice in an appendix.
VII. Marketing, Motivation & Retention Strategies…………(_Sonia______)
· You will interview at least two individuals from the priority population who represent potential participants in your Program. You may conduct these interviews face-to-face or by telephone. Please follow the guidelines provided for conducting these interviews.
· In the body of the paper, briefly describe who you interviewed and summarize the most important information you obtained from the interviews (refer to the guidelines for potential participant interviews). Include all the questions you asked and the potential participants’ answers in an appendix.
· Describe specific strategies you plan to use to motivate individuals from your priority population to participate in your program and continue working on their behavior change. Discuss barriers specific to the behavior change regarding your key health problem and how you plan to address these barriers. You can refer to information obtained from your potential participant interviews. Also, you can search the literature for strategies that have been used successfully in similar programs or situations.
· Describe the specific strategies you plan to use to market your program and attract participants from your priority population.
VIII. Program Implementation & Operation……….(___Sonia____)
The first step in
· Describe how participants will enroll in your program.
· Describe how you will launch/kick off the program.
· Create a task development timeline starting with “developing the program rationale” and ending with “writing the evaluation report”. Refer to examples in McKenzie et al. (2017) pp. 396 – 399 (and those on Blackboard). Place the task development timeline in an appendix.
· Describe how you plan to address special concerns associated with program implementation (if applicable). Address the special concerns that are relevant to your particular program and priority population.
IX. Evaluation Plan………
· Create an evaluation plan for your program. Identify and describe the main purpose for the evaluation.
· Describe who will conduct the evaluation (e.g. internal or external evaluator or a combination of the two) and provide a rationale for your choice.
· Write an evaluation question (measure) for each process, impact, and outcome objective.
· Describe the specific evaluation design you plan to use to answer (measure) the evaluation questions (see McKenzie et al., 2017, chapter 14).
· For one evaluation question, develop a measurement instrument that you plan to use to collect evaluation data. You can create an instrument or adopt an existing one identified from the literature (see McKenzie et al., 2017, chapter 5). In the body of your paper (narrative), provide a rationale for your choice and briefly describe your instrument. Include your instrument in an appendix.
· Describe plans for pilot testing your instrument.
· Briefly address any ethical issues or concerns that you will need to consider in planning and conducting your evaluation.
· Construct a budget for your program (see the budget worksheet from McKenzie et al., 2016, pp. 283-286). The budget should identify specific income sources (e.g., participant fees, third party support, cost-sharing, grant funding, etc.) and estimate projected expenses. Remember to include not only expenses related to conducting your program but also any expenses related to the evaluation.
· Place your budget in an appendix. In the body (narrative) of your paper, briefly discuss your budget and then refer to the appendix where it is located – for example: (see Appendix A).
· If you decide to include grant funds, the grant must be applicable to your program and a copy of the required proposal (RFP) notice must be included in an appendix.
ABOUT US. (2014). Hhc4o. https://helpinghandsc4o.wixsite.com/hhc4o/about_us
About Children’s Health – Children’s HealthSM. (n.d.). Children’sHealth. Retrieved February 6, 2021, from https://www.childrens.com/footer/about
About Child & Teen BMI. (2020). Retrieved from https://www.cdc.gov/healthyweight/assessing/bmi/childrens_bmi/about_childrens_bmi.html
All Videos. (2016). Independence-Gardens. https://www.independencegardens.org/
Birch, L. L., & Parker, L. (2011). The National Academies Press. Early Childhood Obesity Prevention Policies. https://www.nap.edu/
Burns, A. C., Nyberg, Kara (Kara A. ), Parker, L., Institute of Medicine (US) Food and, Nutrition Board, ProQuest (Firm), & Workshop on Childhood Obesity Prevention in Texas (2009 : Austin, Tex. ). (2009, pp 15-20). Childhood obesity prevention in Texas workshop summary. Washington, D.C.: Washington, D.C. : National Academies Press.
CDC Nutrition. (2021, March 23). Centers for Disease Control and Prevention. https://www.cdc.gov/nutrition/index.html
Childhood obesity is a complex health issue. (2020a.b., September 2). Centers for Disease Control and Prevention. https://www.cdc.gov/obesity/childhood/causes.html
Childhood Obesity Facts | Overweight & Obesity | CDC. (2021, February 11). Centers for Disease Control and Prevention. https://www.cdc.gov/obesity/data/childhood.html
Cunningham, S. A., Kramer, M. R., & Narayan, K. M. V. (2014). Incidence of Childhood Obesity in the United States. New England Journal of Medicine, 370(5), 403–411. https://doi.org/10.1056/nejmoa1309753
Defining Childhood Obesity. (2018, July 03). Centers for Disease Control and Prevention. https://www.cdc.gov/obesity/childhood/defining.html
Division of Nutrition, Physical Activity, and Obesity Funding by state. (2020, December 05). Retrieved April 2, 2021, from https://www.cdc.gov/nccdphp/dnpao/state-local-programs/funding.html
Economic Costs of Obesity | Healthy Communities for a Healthy Future. (n.d.). National League of Cities. Retrieved March 15, 2021, from http://www.healthycommunitieshealthyfuture.org/learn-the-facts/economic-costs-of-obesity/
Find.apply. succeed. (n.d.). Retrieved April 14, 2021, from https://www.grants.gov/web/grants/search-grants.html?keywords=obesity
Flores, G., & Lin, H. (2012). Factors predicting severe childhood obesity in kindergarteners. International Journal of Obesity, 37(1), 31–39. https://doi.org/10.1038/ijo.2012.168
Healthy People 2030 | health.gov. (n.d.). Https://Health.Gov/Healthypeople. Retrieved March 26, 2021, from https://health.gov/healthypeople
HealthyChildren.org – From the American Academy of Pediatrics. (2021). HealthyChildren.Org. https://www.healthychildren.org/English/Pages/default.aspx
Materials for Children, Tools & Resources, NHLBI, NIH. (n.d.). U.S Department of Health and Human Services. Retrieved April 12, 2021, from https://www.nhlbi.nih.gov/health/educational/wecan/tools-resources/child-teen-resources.htm
Obesity in Children. (2016). Retrieved from https://medlineplus.gov/obesityinchildren.html
Appendix A: Stakeholder/Key Leaders Interviews: Questions and Answers
Appendix B: Lesson Plans
Appendix C: Potential Participant Interviews: Questions and Answers
Appendix D: Task Development Timeline
Appendix E: Evaluation Measurement Instrument
Appendix F: Budget
Appendix E: Request for Proposal
Office of Elementary and Secondary Education (OESE): Promise Neighborhoods (PN) Programs Assistance Listing Number 84.215N
Department of Education
Purpose of Program: The PN program is authorized under the Elementary and Secondary Education Act of 1965, as amended (ESEA). The purpose of the PN program is to significantly improve the academic and developmental outcomes of children living in the most distressed communities of the United States, including ensuring school readiness, high school graduation, and access to a community-based continuum of high-quality services. The program serves neighborhoods with high concentrations of low-income individuals; multiple signs of distress, which may include high rates of poverty, childhood obesity, academic failure, and juvenile delinquency, adjudication, or incarceration; and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d) of the ESEA. All strategies in the continuum of solutions must be accessible to children with disabilities and English learners.