Live Wright

Communications
Guide
2011
 Table of Contents

Mission Statement

Interactions with Media

Press Releases & Sample
Interactions with Community members, city councils,
school boards, service organizations, schools, worksite
managers and health care providers
Social Media
Letters to Editor/Opinion

Logo Usage Guidelines

Boilerplate & Funding Language

Talking Points
General SHIP/Live Wright
Campaigns/Interventions
Use of Funding
Physical Activity in School
Recess
Active Classroom
Walk/Bike to School
Safe Routes to School
Community Physical Activity
School Nutrition
Community Nutrition
Zoning
Community Access to Healthy Foods
Menu Labeling
Healthy Worksite Initiatives
Health Care Referral

Key Terms & Abbreviations

Funded Projects

Contact Information
 Mission Statements

SHIP:

―The goal of the Statewide Health Improvement Program (SHIP) is to help Minnesotans live
longer, better, healthier lives by reducing the burden of chronic disease.‖

Live Wright:

―The mission of Live Wright is to partner with Wright County citizens to increase physical
activity, healthy eating and reduce tobacco use by changing behaviors in the environment
where we live, learn and work.‖

Interactions with Media

Communicating SHIP initiatives and projects with the mass media is essential in continuing to
build community support and advocate for continued funding of SHIP. Here are a few guide-
lines to follow when approached by the media.

1. Be welcoming to media interviews and coverage of your SHIP work. Let SHIP Coordina-
tors know in advance (if possible) when you are doing any press for SHIP and when/where
the article or interview will run.
2. Use the talking points for SHIP to provide a sound interview or statement to the media.
Be sure to not only communicate about your specific project or involvement, but to fully
discuss the purpose and meaning of SHIP within Wright County.
3. Use the mission statement as points of discussion to illustrate the need for SHIP in Wright
County.
4. Give credit where needed. Wright County Public Health are responsible for initiating and
receiving the SHIP grant funding. Giving credit is crucial to developing community trust
and recognition of acquiring SHIP funding for our communities.
5. Honesty is the best policy. If you are not sure how to answer a specific question, please
refer the media to SHIP Coordinators or seek out the answer and follow up with the media

Press Releases

Prior to submitting a press release, please:

1. Develop a plan for contacting press. This should include timelines, deadlines and a
planned response for follow-up from members of the media.
2. Inform SHIP Coordinators of your plan to engage press in your SHIP work.
3. Send the finalized press release to local SHIP staff for approval prior to sending to
members of the media. (NOTE: Please allow 1 week for approval)
4. Plan a prepared statement or responses to potential questions prior to the interview (if
possible).
News Release (Sample)
For immediate release
For more information, contact Gretchen Schmidt,
Wright County Public Health at 763-682-7456

Live Wright in Your Community

BUFFALO, MN (January 10, 2011) - Live Wright, a part of the Statewide Health Improvement Program
(SHIP) has been encouraging people to move more and eat healthier in Wright County. 12% of U.S. high
school students are obese, putting them at a higher risk for cardiovascular disease, especially if their hab-
its go unchanged into adulthood. Other research from the National Youth Risk Behavior Survey (2009)
found that 86% of high school students ate vegetables less than 3 times daily (5 servings/day recom-
mended) and 23% of high school students recalling the past week reported that they did not participate in
at least 60 minutes of activity any day during that week. In many ways, our society has engineered physi-
cal activity and healthy eating out of our daily lives, instead emphasizing the fast, easy and cheap way. The
sad result is that health care costs are eating our lunch. With 7 out of 10 deaths in Minnesota due to
chronic diseases, we must be mindful that the choices we make today will either benefit or harm us in the
future.

In 2009, Wright County Public Health received grant funding from the Minnesota Department of Health’s
Statewide Health Improvement Program, which aims at helping Minnesotans live longer, better, healthier
lives by reducing the burden of chronic disease. Working to make the fun, easy choice; the healthy
choice. A Community Leadership Team was created and is comprised of community representatives from
hospitals, clinics, schools, business, government agencies and other health partnerships which are the
driving force behind Live Wright. The mission of Live Wright is to partner with Wright County citizens to
increase physical activity, healthy eating, and reduce tobacco use by changing behaviors in the environ-
ment where we live, learn and work.

To address the issues of obesity and chronic disease, Live Wright awarded schools & communities grant
money to create environments that encourage healthy behaviors for years to come. Students have been
able to cook with fresh produce, from local farmers through Farm to School at
the Monticello Middle School, Family & Consumer Science (FACS) class.

Other exciting projects in the schools are Safe Routes to School in Monticello;
working to provide safer routes for students to walk & bike to school, purchasing
needed bike racks to store bikes during the school day and educating students
on bike safety. Grow Lunch at Discovery Elementary in Buffalo allows students
to grow their own lettuce and eat it for lunch.

Pinewood Elementary in Monticello now has a Learning Garden to provide stu-

dents with access to fresh goodies as well as learning opportunities. “Members
of our community realize the meaning of taking ownership for their communi-
ties’ health and are driven to make systematic changes which will impact generations to come. We en-
courage you take the time to thank the wonderful people here who are working so hard on innovative
ways of improving our health,” says Joel Torkelson, Wright County SHIP Coordinator.

Community Gardens in both Buffalo & Monticello will not only be benefiting those who purchase a plot to
grow their own produce, but these community gardens will also benefit others with donations to their
local food shelf. The results have been inspiring; The Community Garden at Resurrection Lutheran Church
in Monticello collectively harvested over 1440 lbs of produce in their first season and the Buffalo Presby-
terian Church Community Garden donated over 160lbs of produce to the local food shelf! Community
Gardens are a great way to grow your own produce when you lack the space needed for a garden, and
increases a sense of community with your fellow “gardeners.”

The Wright County Parks Department is creating a new Trail

& Bikeway plan to better serve the users and plan for the
future of trail connections and increase access for everyone.
Albertville, Annandale, Buffalo, Delano, Howard Lake & Mon-
ticello will also be updating or creating similar plans. These
updates will include Community input to best serve the resi-
dents of each community and their needs. All residents of
these cities and surrounding cities are encouraged to attend
Community Forums in late winter and spring. Currently
Wright County is inviting residents to complete the Trail and
Bikeway Questionnaire online, those interested in sharing
their input can access the questionnaire at: http://
wrightcotrailsbikeways.questionpro.com/

In 2009 the Minnesota Department of Health found that approximately 38% of Wright County residents
were overweight and 1 in 4 were obese. It is important that as a community, steps are taken to curb the
increasing percent of Wright County residents that are obese and/or overweight (nearly 63%). Our fami-
lies and our pocket books, can’t afford to continue this unhealthy trend. Help Wright County make the
Healthy Choice the Easy Choice. For more information on Live Wright and these healthy projects find us
on Facebook or contact your local SHIP Staff: joel.torkelson@co.wright.mn.us, Cath-
erine.main@co.wright.mn.us, or gretchen.schmidt@co.wright.mn.us

###
Interactions with community members, city councils or boards,
school boards, service organizations, schools, worksite managers
and health care providers

When communicating SHIP within the community:

1. If possible, inform SHIP Coordinators prior to presenting SHIP initiatives to a group of
community stakeholders (i.e. school boards, city councils)
2. Be aware of potential press from open meetings. School boards, city council and various
other meetings are open to the press. Follow the same guidelines for interacting with
the media at any public meeting.
3. Use the talking points for SHIP to provide a sound interview or statement to the media.
Be sure to not only communicate about your specific project or involvement, but to fully
discuss the purpose and meaning of SHIP within Wright County.
4. Use the mission statement and vision as points of discussion for the need for SHIP in
Wright County.
5. Give credit where needed. Wright County Public Health are responsible for initiating
and receiving the SHIP grant funding. Giving credit is crucial to developing commu-
nity trust and recognition of acquiring SHIP funding for our communities.
6. Honesty is the best policy. If you are not sure how to answer a specific question, please
refer the media to SHIP Coordinators or seek out the answer and follow up with the
media at a later time. This will ensure that no inaccurate statements will be publicized

Social Media

The realm of social media is emerging in today’s society. Here are a few guidelines for us-
ing SHIP with social media. Visit the Live Wright Blog
(www.wrightcountylivewright.blogspot.com) and find Live Wright on Facebook.
1. Be aware that what is posted on social networking sites (Facebook, Twitter, Myspace,
Blogs) is available for anyone to see, comment on and ―share‖ with other people.
2. Ensure positive promotion of SHIP. Craft social networking messages carefully.
3. Be reactive– Respond quickly to any negative remarks in a positive manner.

Letters to the Editor/Opinion

Writing a letter to the editor or opinion piece, either online (using newspaper websites
articles with comment sections) or for print media can be a powerful movement to con-
tinue conversations about SHIP initiatives beyond an initial story. Here are some guide-
lines to follow when writing opinion pieces.

1. Inform SHIP Coordinators of your plan to engage press in your SHIP work.
2. Send the finalized opinion piece to the SHIP coordinators for approval prior to sending
to media outlets or reacting to online comments.
3. Be prepared to defend your article or opinion in community settings.
4. If you are a representative of an organization for SHIP– ensure you follow your own
organizational guidelines for writing opinion pieces. There are legal requirement for
lobbying or for submitting letters to the editor or opinion pieces.
Letters to the Editor/Opinion Continued...
5. Use the talking points for SHIP to provide a sound interview or statement to the media.
Be sure to not only communicate about your specific project or involvement, but to fully
discuss the purpose and meaning of SHIP within Wright County.
6. Use the mission statement as points of discussion for the need for SHIP in Wright
County.
7. Give credit where needed.

Logo Usage Guidelines for SHIP

The Statewide Health Improvement Program is an integral part of Minnesota’s nation-
leading 2008 health reform law. The SHIP logo seeks to create a distinct identity for SHIP
while still keeping the program closely connected to the state’s overall health reforms that
make up Minnesota’s Vision for a Better State of Health.

1. Applying the logo to SHIP materials: The Minnesota’s Vision: SHIP logo must be
prominently displayed on all materials produced as part of the Statewide Health
Improvement Program (SHIP). SHIP grantees must ensure that the logo is displayed on
the front unless other arrangements are discussed with MDH’s SHIP Communications
Coordinator.
2. Logo Styles: You can choose between two styles of SHIP logos: 1. Horizontal—best for
elongated banners, at the top of letterhead or in a footer. 2. Vertical– best when your
layout needs require a block logo.
3. Colors: You can choose between color or black and white versions of the logos: 1. Black
and White 2. RGB color (dark blue and ―SHIP green‖ logo) 3. Black and white reverse–
all-white logo on a very dark background 4. RGB color reverse– white and ―SHIP green‖
on a very dark background.
4. Size: Make sure the logo remains proportional (not stretched) and is not reduced to a
size that makes the words unreadable. If you are uncertain whether the size that works
for your application is acceptable, please contact SHIP Communications Coordinator
Rachel Cohen at 651-201-5442 or Rachel.cohen@state.mn.us
5. Usage with other logos: The Minnesota’s Vision: SHIP logo should always be promi-
nently displayed on any official SHIP publication or other communications. If you have
created your own local SHIP logo and/or need to include logos from your local commu-
nity governments, the Minnesota’s Vision: SHIP logo should always appear first and
should be as large or larger than the other graphic identifiers. Text should indicate that
SHIP is part of the Minnesota Department of Health.
6. To download the SHIP logos, go to: http://www.health.mn.us/healthreform/ship/
communications/logos.htm
7. Live Wright logo can be obtained by contacting local SHIP staff.

SHIP & Live Wright Logos

SHIP & Live Wright Logos

Live Wright Logo created by Susie O’Konek

SHIP Boilerplate & Funding Language

Please ensure all documents created using SHIP funds are preapproved prior to distribution.
All documents, newsletter articles and information sheets must have the appropriate funding
language at the bottom.

 ―SHIP activities and mini-grant projects are funded by a Minnesota Department of

Health SHIP grant to Wright County Public Health.‖

 ―The Statewide Health Improvement Program (SHIP), an integral part of Minnesota’s

nation-leading 2008 health reform law, strives to help Minnesotans lead longer, health-
ier lives by preventing the chronic disease risk factors of tobacco use and exposure, poor
nutrition and physical inactivity. Local SHIP activities and mini-grant projects are
funded by a Minnesota Department of Health SHIP grant to Wright Public Health. For
more information about local SHIP activities contact Wright County Public Health, 763-
682-7909.‖

 ―This (training/publication, etc., or NAME of training, etc.) was made possible through
local funding to Wright County Public Health from the Statewide Health Improvement
Program (SHIP) of the Minnesota Department of Health. For more information visit
http://www.health.state.mn.us/healthreform/ship.‖
 Live Wright Talking Points
General:
SHIP refers to the Statewide Health Improvement Program
SHIP is based on a very successful program from the Centers for Disease Control & Preven-
tion called Steps to a Healthier Minnesota- Implemented in four Minnesota communities
(Rochester, Willmar, St. Paul and Minneapolis).
Wright County Public Health wrote a grant to received SHIP funding.
SHIP work began July 2009 and the initial grant period runs through June 30, 2011
SHIP work in Wright County is guided by a Community Leadership Team (CLT), a
team comprised of community representatives of local hospitals, clinics, schools, busi-
ness, government agencies and other health partnerships to implement the goals and
objectives of SHIP.
The Live Wright CLT reviews and makes the decision on funding of mini-grant awards.
Live Wright promotes ―Making the Healthy Choice, The Easy Choice.‖ by allowing eve-
ryone to have access and awareness of the places to be active and purchase healthy
foods.
All 87 counties and 9 of 11 tribal governments in Minnesota received SHIP funding.
Each county has taken a different approach to implementing SHIP in their communities.
SHIP is unique in that all counties/communities are able to tailor the program to their
own specific needs.

Campaigns/Interventions
Wright County chose to work in 4 settings; Schools, Community, Worksites & Health-
care.
These campaigns include:
 Increasing affordability and availability of nutritious foods in the community through
community gardens.
 Increasing opportunities for physical activity in the community by increasing access
and availability of park and trail facilities.
 Increasing school’s access to more nutritious foods through Farm to School pro-
grams, and School Gardens.
 Increasing opportunities for physical activity during school day by creating Safe
Routes to Schools policies & increasing bike storage.
 Working with health care providers to identify necessary referral programs for pa-
tients with BMI’s falling outside of the ―healthy‖ range.
 Working with worksites to increase support and resources for parents in need of
breast feeding facilities and increasing access to nutritious food availability through
work vending machines.

Use of Funding
Investing in SHIP now will save on health care costs in the future.
SHIP funding will be used to initiate and create systems of sustainability. All projects
covered by SHIP funds must be sustainable and work must continue beyond SHIP fund-
ing.
SHIP funding will benefit people in the counties because of the community approach.
Each Live Wright mini-grant has an action plan and budget which details the tasks and
associated costs involved with implementing the project.
Each SHIP Grant is required to spend 10% of the award on evaluation of SHIP efforts.
Each SHIP Grant requires at least one full-time equivalent (1.0 FTE) SHIP coordinator.
Live Wright has contracted with the Minnesota Institute of Public Health for evalua-
tion.
 Talking Points for Physical Activity in the School

Recess

Recess is an essential component of education that preschool and elementary school chil-
dren must have the opportunity to participate in regular periods of active, free play with
peers (NAECSSDE 2002).

With the advent of increased high-stakes testing, there is an alarming trend toward the
elimination of recess during the school day. Reducing recess time is actually counterpro-
ductive to increasing the academic achievements of students (Skrupskelis 2000).

Recess contributes significantly to the physical, social, emotional, and cognitive

(intellectual) development of the young child (Clements 2000).

Physical activity fuels the brain with a better supply of blood and provides brain cells
with a healthier supply of natural substances; these substances enhance brain growth and
help the brain make a greater number of connections between neurons (Healy 1998).

When students are given the chance to move around and be active, they return to the
classroom more attentive and able to concentrate on the tasks presented. This change
enables learning to take place more efficiently. Children who get at least 15 minutes of
recess are also better behaved (Healy 1998; Barros, Silver, & Stein 2009).

Children can remember more, focus better, and regulate their own behavior better in
play than in any other context (Guddemi, Jambor, & Skrupskelis 1999).

Recess should not be viewed as a reward but a necessary educational support component
for all children. Students should not be denied recess as a means of punishment, or to
make up work (NASPE 2006).

Schools should provide the facilities, equipment and supervision necessary to ensure the
recess experience is productive, safe and enjoyable (NASPE 2001).

References for Recess Talking Points

The National Association of Early Childhood Specialists in State Departments of Education. 2002. Recess and the Im-
portance of Play: A Position Statement on Young Children and Recess. http://naecs.crc.uiuc.edu/position/
recessplay.html

Skrupskelis, A. 2000. An historical trend to eliminate recess. In Clements, R.L. (Ed.)

Elementary School Recess: Selected Readings, Games, and Activities for Teachers and Parents. USA: American Press.

Clements, R.L. (Ed.) 2000. Elementary School Recess: Selected Readings, Games, and Activities for Teachers and Parents. USA:
American Press.

Healy, J.M. 1998. Failure to Connect: How Computers Affect Our Children's Minds -
For Better and Worse. New York: Simon and Schuster.

Barros, R., Silver, E.J., and R. Stein. 2009. School Recess and Group Classroom
behavior. Pediatrics 123 (2): 431-36.

Guddemi, M., Jambor, T., and A. Skrupskelis. (Eds.).1999. Play in a Changing Society.
Little Rock, AR: SECA.

National Association for Sport and Physical Education (NASPE). (2006). Recess for
elementary school students [Position paper]. Reston, VA: Author.

National Association for Sport and Physical Education (NAPSE). (2001). Recess in
elementary schools. [Position paper]. Reston, VA: Author.
Active Classroom

Nationwide, an estimated 19.6 percent of children (ages 6-11) and 18.1 percent of adoles-
cents (ages 12-19) were measured and categorized as obese in the 2007-2008 NHANES
study (CDC 2007-2008).

The National Association for Sport and Physical Education has issued physical activity
guidelines suggesting that children should have an accumulation of more than 60 minutes
and up to several hours of physical activity each day to promote health and well-being
(NASPE).

For children, physical activity and movement enhances fitness, fosters growth and devel-
opment, and helps teach them about their world (Elliot and Sanders 2002).

Children today find themselves more often in sedentary alternatives. For example, chil-
dren ride in a car or bus to school, have less physical education, watch more television,
play more sedentary games such as computer games, and do not have as much freedom to
play outside on their own. Consequently, there is mounting evidence that even our young
children are becoming less physically active and more overweight and obese (Epstein et
al. 1995).

It is imperative that schools increase the amount of physical activity opportunities that
children have during the school day. Being physically active not only provides important
health benefits, but also provides children opportunities to learn through movement
(Nichols 1994).

A major thrust in curriculum development in schools today is the integration of subject

content across the curriculum. Including physical activity in all subject areas enhances
learning (Nichols 1994).

Adding physical activity during the day in 5-10 minute increments was effective for in-
creasing daily in-school physical activity and improving on-task behavior during aca-
demic instruction (Mahar et al. 2006).

References for Active Classroom Talking Points

Centers for Disease Control and Prevention (CDC). National Center for Health Statistics
(NCHS). National Health and Nutrition Examination Survey Data. 2007-2008.
National Association for Sport and Physical Education. Physical Activity for Children: A
Statement of Guidelines for Children Ages 5 – 12.
http://www.aahperd.org/naspe/template.cfm?template=ns_children.html

Epstein, L. H., Valoski, A. M., Vara, L. S., McCurley, J., L. R. 1995. Effects of decreased
sedentary behavior and increasing activity on weight change in obese children. Health
Psychology 14: 109-115.

Elliot E, Sanders S. (2002) Children and Physical Activity: The Importance of Movement
and Physical Activity. PBS Teachers. Retrieved Aug 12, 2009, from
http://www.pbs.org/teachers/earlychildhood/articles/physical.html

Nichols, B. 1994. Moving and learning: The Elementary School Physical Education
Experience. St. Louis: Mosby.

Mahar, Matthew T., Sheila K. Murphy, David A. Rowe;,Jeannie Golden, A. Tamlyn Shields, and Thomas D. Raedeke.
2006. Effects of a Classroom-Based Program on
Physical Activity and On-Task Behavior. Med Sci Sports Exerc. 38 (2): 2086-94.
Walk/Bike to School

The following document provides talking points for communicating trends in school
travel, reasons for walking, and safe routes to school with the public and media. Safe
Routes. (2008) Talking Points. National Center for Safe Routes to School.
http://www.walktoschool-usa.org/downloads/WTS-talking-points-2008.pdf

Safe Routes to School

Child pedestrian injuries occur more often in residential areas and on local roads that are
straight, paved, and dry, according to Safe Kids USA (Public Health Law and Policy
2008).

Parents driving their kids to school make up 20 to 25 percent of the morning commute,
according to the Local Government Commission. It’s a vicious cycle: the more traffic
there is, the more parents decide it is unsafe for their children to walk to school and opt
to drive them instead (Public Health Law and Policy 2008).

Community design has changed. The number of schools decreased by about 1,000 be-
tween the years 1968 and 2001, while the number of students increased by over two mil-
lion, according to the Centers for Disease Control and Prevention (CDC). Consequently,
fewer students live within a mile of their school (Public Health Law and Policy 2008).

The Transportation Authority of Marin County, California, issued a report on the im-
pact of its Safe Routes to School program. Over the program’s first two years, the per-
centage of children walking or biking to school increased from 21 to 38 percent. Adults
reported that they appreciated the reduced traffic congestion around schools (Public
Health Law and Policy 2008).

Safe Routes to School puts forth the ―Four Es‖ as the key to a solution: Engineering, En-
forcement, Education, and Encouragement. State and local officials can create environ-
ments that improve child safety by revising laws, ordinances, and practices to promote
the following (Public Health Law and Policy 2008):
The construction of sidewalks
Neighborhood schools
Traffic-calming measures, such as roundabouts and speed humps
Requirements that city planners, engineers, real estate developers, and landscape
architects consider pedestrian safety when designing new communities or modi-
fying existing ones

References for Safe Routes to School Talking Points

Public Health Law and Policy. (2008). Safe Routes to School Talking Points. Planning for Healthy Places. http://
www.healthyplanning.org/factsheets/PHLP_SafeRoutes.pdf
 Talking Points for Community Physical Activity

Benefits of regular physical activity include: a lower the risk of developing heart disease,
high blood pressure, and diabetes, cuts risk of falling and bone fractures, helps manage dis-
comfort of arthritis, helps develop and maintain strong bones, muscles, and joints, im-
proves mood and sense of well-being, and helps control weight (Partnership for Preven-
tion 2001).

Many Americans live in places where it’s not easy to get the recommended amounts of
physical activity every day. In most communities the most trivial errand requires the use of
a car (Partnership for Prevention 2001).

The physical environment (the neighborhood) has a strong effect on whether or not mem-
bers of a community walk or bike (Public Health Law and Policy).

Places where it’s easier and safer to walk and bike tend to have much higher rates of these
activities than places where it’s difficult (Public Health Law and Policy).

People tend to walk and bike where they have pleasant and safe places to do so. Sidewalks,
bike paths, and crosswalks, as well as, trees, adequate street lighting, benches, water foun-
tains and trash removal can make a difference (Public Health Law and Policy).

Increased foot traffic can boost sales at local retail businesses, and there is evidence that
property values increase in communities where residents are able to walk and bike easily
(Public Health Law and Policy).

Increased access to existing community facilities (school gyms and tracks on evenings and
weekends, extended hours at recreational facilities, adequate parking at parks and trail-
heads) will result in increased physical activity (Kahn et al 2002).

References for Talking Points

Partnership for Prevention. (2001). Creating Communities for Active Aging. Partnership
for Prevention. http://www.prevent.org/images/stories/Files/publications/Active_Aging.pdf.

Public Health Law and Policy. Zoning for Healthy Places Talking Points. Planning for Healthy Places.
http://www.healthyplanning.org/factsheets/PHLP_Zoning.pdf

Public Health Law and Policy. Complete Streets Talking Points. Planning for Healthy
Places.
http://www.healthyplanning.org/factsheets/PHLP_CompleteSts.pdf
Kahn EB, Ramsey LT, Brownson R, et al. The effectiveness of interventions to increase physical activity: a system-
atic review. Am J Prev Med 2002;22(4S):73-10
 Talking Points for School Nutrition

Even moderate under-nutrition can have lasting effects on children’s cognitive develop-
ment and school performance (Team Nutrition 2000).

About 12 percent of students report skipping breakfast. Only 11 percent report eating a
breakfast that contains foods from three food groups and food energy intakes greater than
25 percent of the Recommended Dietary Allowance (Food and Nutrition Service).

Offering foods as a reward can interfere with natural hunger cues and when candy is used
reinforces the belief that low nutrient foods are ―treats.‖ Alternatives, such as physical ac-
tivity, can encourage positive behaviors (Fiore 2004).

Studies of the School Breakfast Program show participation associated with improved test
performance, reduced tardiness and absence rates, increased attention, improved behavior,
and emotional adjustment (Team Nutrition 2000).

According to 2007 Minnesota Student Survey ninth graders, slightly more than half drank
pop or soda on the previous day and less than 20% eat 5 or more fruits and vegetables a
day (Minnesota Department of Education).

Schools are switching to selling healthier foods via vending machines, concessions and
school stores are on average not losing revenue (National Alliance for Nutrition and Activ-
ity 2009).

When the environmental norms are healthy eating and physical activity, children acquire
healthy habits (Food and Nutrition Service).

Schools provide opportunities to practice healthy eating. More than one-half of youths in
the United States eat one of their three major meals in school, and 1 in 10 children and
adolescents eat two of three main meals in school (Team Nutrition 2000).

References for Talking Points

Food and Nutrition Service. Promoting Healthy Eating Behaviors: The Challenge.
United States Department of Agriculture. http://www.fns.usda.gov/TN/Healthy/healthyeatingchallenge.html.

Fiore S. (2004). Alternatives to Food as a Reward. Bureau of Health and Nutrition Services and Child/Family/School
Partnerships. Connecticut State Department of Education. http://healthymeals.nal.usda.gov/hsmrs/Connecticut/
Food_As_Reward.pdf.

Team Nutrition.(2000) Changing the Scene: Improving the School Nutrition

Environment. United States Department of Agriculture Food and Nutrition Service.
http://www.fns.usda.gov/tn/resources/support.pdf

National Alliance for Nutrition and Activity.(2009). Dispelling School Food Funding
Myths. http://cspinet.org/new/pdf/school_food_funding_myths_2009.pdf.

Minnesota Department of Education. Minnesota Student Survey 1992-2007 Trends.

http://education.state.mn.us/mdeprod/groups/SafeHealthy/documents/Report/033657.pdf
 Talking Points for Community Nutrition

Zoning

The following document provides talking points for communicating with the public and
media about zoning for healthy places: Public Health Law and Policy. Zoning for Healthy
Places Talking Points. Planning for Healthy Places. http://www.healthyplanning.org/
factsheets/PHLP_Zoning.pdf

Community Access to Healthy Foods

1. Grocery stores are not located in walking distance or on a bus line in some neighbor-
hoods, making it difficult for residents to find affordable nutritious food. It can be harder
and more expensive to buy fresh fruits and vegetables in these neighborhoods as opposed
to over salty and sweetened snacks (CCROPP).

2. Interventions focused on changing neighborhood environments to make it easier to eat

healthy food and get regular physical activity can have an impact on residents’ health
(CCROPP).

3. Educating people about eating healthy and being physically active are key steps in pre-
venting obesity. We also need to support their ability to make healthy choices. Healthy
eating won’t happen if people can’t buy healthy foods, which they can afford. Ideal envi-
ronments are where the healthy choice is the easiest choice to make (CCROPP).

4. A Community Food Council can help bring together community residents, schools, local
government and health care providers to create and promote a healthy eating environ-
ment (CCROPP).

5. Community councils can work on food environments in a neighborhood by (CCROPP):

Improved access to fruits and vegetables through farmers markets, community
gardens, and supermarkets in low income neighborhoods;
Encourage/require restaurants to offer more fruit and vegetable menu options or
label menu boards with calories.
Encourage employers to adopt policies that make it easier for employees to have
access to healthy foods at work
Work with school administrators, teachers, PTA Boards to ensure that only
healthy foods including fruits and vegetables are offered at school.

References for Access Talking Points

Central California Regional Obesity Prevention Program (CCROPP). Talking Points.

http://www.csufresno.edu/ccchhs/documents/CCROPP/talkPoints.pdf.
Menu Labeling

1. The modern food environment with easy access to high calorie, relatively inexpensive
food and the obesity epidemic, with its related chronic diseases, has prompted calls for
mandatory menu labeling ordinances (Pomeranz & Brownell 2008).
2. Americans currently spend 47.9% of their food budget on restaurant food. Users of fast
food restaurants visited on average 2 times per week with the heavy users averaging 12
times per month (Pomeranz & Brownell 2008).
3. Fast-food consumption is associated with a higher intake of calories, saturated fats, car-
bohydrates and added sugars. Consuming fast food is associated with weight gain, insu-
lin resistance and increased risk of obesity and diabetes. A single fast food meal often
contains enough calories to fulfill a person’s caloric requirement for an entire day
(Pomeranz & Brownell 2008).
4. Nine out of ten people underestimate the calorie content of certain items by almost 50%.
Even professional nutritionists underestimate the calorie content of restaurant food by
220-680 calories (Pomeranz & Brownell 2008).
5. Consumers have the right to know the nutrition content of foods they order at restau-
rants. Consumers consult nutrition labels, which impacts their food choices. Providing
this information in restaurants is a necessary step in giving consumers the option of eat-
ing more healthfully (Pomeranz & Brownell 2008).

References for Menu Labeling Talking Points

Pomeranz JL, Brownell KD. (2008) Legal and Public Health Considerations Affecting
the Success, Reach, and Impact of Menu-Labeling Laws. American Journal of Public
Health 98(9):15781583. (Copy and paste link)
http://www.yaleruddcenter.org/resources/upload/docs/what/law/Pomeranz_AmJPubHealth-2008.pdf.
 Talking Points for Healthy Worksite Initiatives

1. A healthy, motivated employee is vitally important to a workplace as a whole and has a

significant impact on an employer’s bottom line (MDH).
2. An investment in worksite health promotion (MDH):
Improves employees’ health, productivity and quality of life;
Assists in the management of the cost of health care, benefits and insurance;
and
Creates a desirable work environment.

3. About 80 percent of all employers with 50 or more employees now offer some form of
health promotion program (MDH).
4. Minnesota loses $2.6 billion annually from health care expenditures and lost produc-
tivity caused by tobacco-related illnesses. In the year 2000, an estimated $495 million
was spent in Minnesota treating diseases and conditions that would be avoided if all
Minnesotan adults were physically active (MDH 2002).
5. Many health risks – overweight, lack of physical activity, poor food choices, tobacco
exposure and use, stress and alcohol – can be modified and improved (MDH).
6. For multi-component worksite health promotion programs, the summary of evidence
is very strong for average reductions in sick leave, health plan costs, workers compen-
sation and disability costs of slightly more than 25% (Chapman 2005).
7. In the U.S., 5% of employees account for 80% of the health care costs. While it’s impor-
tant to support those that are very ill, it is especially important to keep your healthy
individuals healthy. (Serxner 2006)
8. The annual return on investment for worksite wellness programs has been $3-$6
saved for every $1 spent or a ROI of 3-6:1. It takes about 2 to 5 years after the initial
program investment to realize these savings (Goetzel 1999, Pelletier 2001, Aldana
2001).

References for Talking Points

Work Well Healthy Minnesota Toolkit. Minnesota Department of Health..

http://www.health.state.mn.us/divs/hpcd/NGAtoolkit/toolkit.pdf.

The Human and Economic Costs of Tobacco in Minnesota. 2002. Minnesota Department of Health. http://
www.health.state.mn.us/divs/hpcd/tpc/reports/sammec.pdf.

Health Care Costs of Physical Inactivity in Minnesota. Minnesota Department of Health.

http://www.health.state.mn.us/news/pressrel/inactivityfs.pdf.

Chapman, L.S. 2005 update. Meta-evaluation of worksite health promotion economic return studies. Art of Health
Promotion. 6: 1-14.

Serxner, S., et al. 2006. Best practices for an integrated population health management (PHM) program. The Art of
Health Promotion newsletter. May/June.

Goetzel, R.Z., Juday, T.R., and R.J. Ozminkowski. 1999. What’s the ROI? A systematic review of the return on
investment studies of 8 corporate health and productivity management initiatives. AWHP’s Worksite Health Sum-
mer: 12-21.
 Talking Points for Health Care Referral

1. The health care delivery system has focused on the treatment of chronic diseases instead
of the prevention of these diseases. It is clear that clinical systems must tackle chronic
disease in a new fashion to reduce the social and financial burden of chronic disease (Vinz
& Marshall 2008).
2. The Institute for Clinical Systems Improvement (ICSI) is an independent organization
that brings together medical groups, hospitals, health plans, employers, and consumers
to create patient-centered, value-driven health care solutions (Vinz & Marshall 2008).
3. Chronic diseases such as heart disease, cancer, stroke diabetes and obesity share four
root causes-physical inactivity, poor nutrition, smoking and hazardous drinking which
account for roughly 40% of all deaths in the U.S. (Vinz & Marshall 2008).
4. ICSI has created guidelines for prevention and treatment of chronic disease risk factors
and obesity using interventions that reduces inactivity, poor nutrition; smoking as well
as hazardous drinking. Implementation of these guidelines can help reduce the preva-
lence of chronic disease and improve quality of life (Vinz & Marshall 2008).
5. High quality prevention cannot be accomplished in the medical clinic alone. The guide-
lines call for relationships between providers, community partners and employers around
healthier lifestyles. For example, physicians should encourage patients to use community
resources more effectively, and should publicly support new, evidence-based interven-
tions to change the physical and social environment (Vinz & Marshall 2008).

References for Talking Points

Vinz C, Marshall M. (2008). Battling the Big Four of chronic disease. The culprits:
inactivity, poor nutrition, smoking, and hazardous drinking. Minnesota Health Care News. (Copy and paste link)
http://www.icsi.org/media_coverage_/prevention_of_chronic_disease_article__40329.ht
ml
 Key Terms & Abbreviations

At-Risk/High-Risk Populations: At risk/high risk populations are groups of individuals

that experience negative disparities in the social determinants of health, quality of life, and/
or health outcomes. Examples include disparities related to race, ethnicity, economic status,
age, sex, disability, and geographic location.

Campaigns = Interventions

CLT: Community Leadership Team

Community Setting: A community is a group of people with diverse characteristics linked

by social ties, who share common perspectives and engage in joint action in geographical
locations or settings.

Environmental Interventions/Campaigns: Environmental Interventions/Campaigns

involve physical or material changes to the economic, social, or physical environment.
Examples are incorporating sidewalks, walking paths, and recreation areas into community
development design; and an elementary school making healthy snacks and beverages
available in all of its vending machines.

Evidence-Based Interventions/Campaigns: Evidence-based interventions/campaigns have

demonstrated effectiveness based on the principles of scientific evidence, including system-
atic uses of data and information systems, and appropriate use of behavioral science theory in
order to explicitly demonstrate effectiveness. The majority of interventions/campaigns on
the Menu of Interventions are directly linked to: The Guide to Community Preventative
Services, at www.thecommunityguide.org and CDC’s Best Practices for Comprehensive Tobacco
Control Programs, at www.cdc.gov/tobacco/tobacco_control_programs/stateandcommunity/
best_practices_index.htm

Health Care Setting: Health care includes any provider of health services or health
information. Health care includes, but is not limited to preventative, diagnostic, therapeutic,
rehabilitative, maintenance, mental health, palliative care, and sale or dispensing of a drug,
device, equipment or other item in accordance with a prescription.

Healthy Weight and Healthy Behaviors: Healthy weight is the optimal amount of body
mass needed to promote freedom from the effects of disease; it is dependent on the appropri-
ate balance of dietary intake and expenditure of calories. Healthy behaviors are activities
that relate to health maintenance, health restoration, and health improvement. In the SHIP
context, healthy weight and healthy behaviors interventions work to achieve reduced
tobacco use and exposure, increased physical activity, and improved nutrition.

Implementation: In the SHIP context, implementation means the process of developing,

adopting, implementing, enforcing, maintaining and evaluating SHIP interventions/
campaigns.

MDH: Minnesota Department of Health

Obesity & Overweight: Obesity and overweight are conditions caused by an excessive
accumulation of fat acquired by consuming more calories than expended. People more than
twenty percent over their ideal body weight are considered to be obese. People who weigh
more than their ideal body weight but less than twenty percent over their ideal body weight
are considered to be overweight. There are two major risk factors for becoming overweight
or obese: lack of physical activity and poor nutrition. Therefore, SHIP obesity interventions
address physical activity, nutrition, and healthy weight and healthy behaviors separately.
 Key Terms & Abbreviations

Ordinance: In the SHIP context, an ordinance is a formally-adopted law, rule, or regulation

that is enacted by the governing body of a city, county, or tribal government and affects
tobacco use or exposure, physical activity and/or nutrition.

PSE: Policy, Systems and Environmental Change

Physical Activity: Physical activity is any form of exercise or movement. It may be

intentional, such as walking and sports activities, or incidental, such as physical labor, house-
hold chores, and yard work. For substantial health benefits, adults should do at least 150
minutes a week of moderate-intensity physical activity, or 75 minutes a week of vigorous
intensity aerobic physical activity, or an equivalent combination of the two with the physical
activity being at least ten minutes in duration. Children and adolescents should do 60 minutes
or more of moderate-intensity or vigorous-intensity aerobic physical activity daily.

Policy Interventions/Campaigns: A policy intervention/campaign may be a law, ordinance,

resolution, mandate, regulation, or rule (both formal and informal). Examples are laws and
regulations that restrict smoking in public buildings and organizational rules that provide time
off during work hours for physical activity. Subtypes of policies include: Public Policy: a set of
agreements about how government will address societal needs and spend public funds that are
articulated by leaders in all three branches of government and embedded in many different
policy instruments (e.g., ordinances and resolutions), Organizational Policies: a set of rules and
understandings that govern behavior and practice within a business, nonprofit or government
agency, Regulatory Policies: rules and regulations created, approved, and enforced by govern-
mental agencies, generally at the federal or state level.

Practice-Based Interventions/Campaigns: Practice-based interventions/campaigns have

demonstrated effectiveness based on local practices and/or cultural experiences (for example,
non-experimental data, or the experience of practitioners).

School Setting: School includes the classroom (not limited to health and physical education),
school nutrition services, staff wellness, the school grounds or campus, a two-mile perimeter
surrounding the school for walking or biking to school, and related committee groups such as
Parent/Teacher Associations.

Systems Interventions/Campaigns: Systems interventions/campaigns are changes that im-

pact all elements of an organization, institution, or system; they may include a policy or
environmental change strategy. Two examples include a school district implementing healthy
lunch menu options in all school cafeterias in the district and a local public health department
implementing a healthy meeting policy that allows only healthy snacks and beverages at all
meetings that take place at the health department.

Worksite Setting: A worksite is a location, permanent or temporary, where an employee

performs work or work related activities. Worksite facilities include lunchrooms, restrooms,
break rooms, vehicles used for work, and parking facilities. It can also include the grounds
around the worksite.
 Projects Currently Funded by
SHIP/Live Wright

Buffalo Presbyterian Church Community Garden

City of Buffalo Parks Department, Park and Trail Plan Update

Grow Lunch at Discovery Elementary– Buffalo

Safe Routes to School-Monticello School District

Farm to School - Monticello Middle School, Family & Consumer Science Class

Learning Garden at Pinewood Elementary - Monticello

Resurrection Lutheran Church Community Garden– Monticello

Buffalo, Hanover, Montrose Community Education Community Gardens for Opening

Doors Program

Buffalo Parks Department Trail Marking and Map Kiosks

City of Monticello Park and Trail Plan Update

City of Buffalo Community Garden - Gary Mattson Park

Wright County Parks Department Trail and Bikeway Plan Update

City of Annandale Park and Trail Plan Update

City of Albertville Sidewalk and Trail Plan Update

City of Delano Park and Trail Plan Update

City of Howard Lake Park and Trail Plan Update

For More Information Contact Your Local SHIP Staff:

Catherine A. Main, RN, PHN Joel Torkelson

Wright County Human Services Wright County Human Services
1004 Commercial Drive 1004 Commercial Drive
Buffalo, MN 55313 Buffalo, MN 55313
e: catherine.main@co.wright.mn.us e: joel.torkelson@co.wright.mn.us
p: (763)-682-7469 p: (763)-682-7909

Gretchen Schmidt
Wright County Human Services
1004 Commercial Drive
Buffalo, MN 55313
e: gretchen.schmidt@co.wright.mn.us