ATTCHMNT 3B GO NAAP SAC CHILD NUTR.PDF

ATTACHMENT 3B
GO NAP SACC
SELF-ASSESSMENT INSTRUMENT
CHILD NUTRITION
FTF-RC007-19-0632-00 Page 78 of 185

Go NAP SACC
Self-Assessment Instrument
Date:
Your Name:
Child Care Program Name .
Child Nutrition
Go NAP SACC is based on a set of best practices that stem from the latest research and guidelines in the field. After
completing this assessment, you will be able to see your program's strengths and areas for improvement, and use this
information to plan healthy changes.
For this self-assessment, child nutrition topics include foods and beverages provided to children, as well as the
environment and teacher practices during meal times. Unless otherwise noted, all questions in this section relate to your
program's practices for both toddlers and preschool children.
Before you begin:
Gather menus, staff manuals, parent handbooks, and other documents that state your policies and guidelines
about child nutrition.
Recruit the help of key teachers and staff members who are familiar with day-to-day practices.
As you assess:
• Answer choices in parentheses ( ) are for half-day programs. Full-day programs should use the answer choices
without parentheses.
Definitions of key words are marked by asterisks (*).
V Answer each question as best you can. If none of the answer choices seem quite right, just pick the closest fit. If
a question does not apply to your program, move to the next question.
Understanding your results:
The answer choices in the right-hand column represent the best practice recommendations in this area. To
interpret your results, compare your responses to these best practice recommendations. This will show you
your strengths and the areas in which your program can improve.
Ward 0, Morris E, McWilliams C, Vaughn A, Erinosho T, Mazzucca S, Hanson P, Ammerman A, NeeIon 5, Sommers J, Ball 5. (2014).
Go NAP SACC: Nutrition and Physical Activity Self-Assessment for Child Care, 2nd Edition. Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill. Available at: www.gonapsacc.org .
1

1. Our program offers fruit:*
D 3 times per week or CI 4 times per week II 1 time per day D 2 times per day or
less (Half-day: 2 times (Half-day: 3 times per (Half-day: 4 times per more (Half-day: 1 time
per week or less) week) week) per day or more)
* For this assessment, fruit does not include servings of fruit juice.
2. Our program offers fruit that is fresh, frozen, or canned in juice (not in syrup):
CI Rarely or never D Sometimes El Often D Every time fruit is
served
3. Our program offers vegetables:*
El 2 times per week or E 3-4 times per week El 1 time per day LI 2 times per day or
less (Half-day: 1 time (Half-day: 2-3 times (Half-day: 4 times per more (Half-day: 1 time
per week or less) per week) week) per day or more)
* For this assessment, vegetables do not include french fries, tater tots, hash browns, or dried beans.
4. Our program offers dark green, orange, red, or deep yellow vegetables:*
D 3 times per month or El 1-2 times per week 0 3-4 times per week 11 1 time per day or more
less
* For this assessment, corn is not included as a deep yellow vegetable because it has more starch and fewer
vitamins and minerals than other vegetables.
5. Our program offers vegetables that are cooked or flavored with meat fat, margarine, or butter:
D Every time vegetables El Often El Sometimes E Rarely or never
are served
6. Our program offers fried or pre-fried potatoes:*
El 3 times per week or 0 2 times per week E 1 time per week El Less than 1 time per
more week or never
* Fried or pre-fried potatoes include french fries, tater tots, and hash browns that are pre-fried, sold frozen, and
prepared in the oven.
7. Our program offers fried or pre-fried meats or fish:*
D 3 times per week or 2 times per week E 1 time per week II Less than 1 time per
more week or never
* Fried or pre-fried meats or fish include breaded and frozen chicken nuggets and fish sticks.
8. Our program offers high-fat meats:*
El 3 times per week or CI 2 times per week D 1 time per week El Less than 1 time per
more week or never
* High-fat meats include sausage, bacon, hot dogs, bologna, and ground beef that is less than 93% lean.
Ward D, Morris E, McWilliams C, Vaughn A, Erinosho T, Mazzucca S, Hanson P, Ammerman A, Neelon 5, Sommers _I, Ball S. (2014).
Go NAP SACC: Nutrition and Physical Activity Self-Assessment for Child Care, 2nd Edition. Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill. Available at: www.gonapsacc.org .
2

9. Our program offers meats or meat alternatives that are lean or low fat:*
LI 3 times per month or 0 1-2 times per week LI 3-4 times per week LI Every time meats or
less meat alternatives are
served
* Lean or low-fat meats include skinless, baked or broiled chicken; baked or broiled fish; and ground beef or
turkey that is at least 93% lean and cooked in a low-fat way. Low-fat meat alternatives include low-fat dairy
foods; baked, poached, or boiled eggs; and dried beans.
10. Our program offers high-fiber, whole grain foods:*
• 1 time per week or less 0 2-4 times per week E 1 time per day El 2 times per day or
(Half-day: 3 times per (Half-day: 1 time per (Half-day: 2-4 times more (Half-day: 1 time
month or less) week) per week) per day or more)
* High-fiber, whole grain foods include whole wheat bread, whole wheat crackers, oatmeal, brown rice,
Cheerios, and whole grain pasta.
11. Our program offers high-sugar, high-fat foods:*
LI 1 time per day or more 0 3-4 times per week 0 1-2 times per week ID Less than 1 time per
week or never
* High-sugar, high-fat foods include cookies, cakes, doughnuts, muffins, ice cream, and pudding.
12. Our program offers high-salt, high-fat snacks:*
D 1 time per day or more E 3-4 times per week C] 1-2 times per week LI Less than 1 time per
week or never
* High-salt, high-fat snacks include chips, buttered popcorn, and Ritz crackers.
13. Children are given sweet or salty snacks outside of meal and snack times:
• 1 time per day or more 0 3-4 times per week 0 1-2 times per week E Less than 1 time per
week or never
14. Drinking water is available:
O Only when children ask El Only when children ask D Only indoors, where it 0 Indoors and outdoors,
and during water is always visible and where it is always
breaks freely available* visible and freely
available*
* Water that is "freely available" is always available to children but may or may not be self-serve. Water may be
available from water bottles, pitchers, portable or stationary water coolers, or water fountains.
15. Our program offers children a 4-6 oz. serving* of 100% fruit juice:
El 2 times per day or LI 1 time per day 0 3-4 times per week 0 2 times per week or
more less
* A larger serving of juice counts as offering juice more than one time.
Ward D, Morris E, McWilliams C, Vaughn A, Erinosho T, Mazzucca 5, Hanson P, Ammerman A, Neelon 5, Sommers J, Ball S. (2014).
Go NAP SACC: Nutrition and Physical Activity Self-Assessment for Child Care, 2nd Edition, Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill. Available at: www.gonapsacc.org .
3

16. Our program offers sugary drinks:*
El 1 time per month or LI 1 time every few D 1-2 times per year O Never
more months
* Sugary drinks include Kool-Aid, fruit drinks, sweet tea, sports drinks, and soda.
17. For children ages 2 years and older,* our program offers milk that is:
O Whole (Regular) D Reduced Fat (2%) El Low fat (1%) ID Fat free (Skim)
* This does not include those children with milk allergies.
18. Our program offers flavored milk:
O 1 time per day or more LI 3-4 times per week D 1-2 times per week LI Never
19. Meals and snacks are served to preschool children in the following way:
• Meals and snacks come 0 Teachers portion out D Children serve some O Children* always
to classrooms pre- servings to children foods themselves, choose and serve most
plated with set while other foods are or all foods themselves
portions of each food pre-plated or served by
teachers
* This refers to preschool children who are developmentally ready to choose and serve foods themselves.
20. Television or videos are on during meal or snack times:
LI Always E Often LI Sometimes D Never
21. When in classrooms during meal and snack times, teachers and staff eat and drink the same foods and beverages
as children:
D Rarely or never LI Sometimes 0 Often El Always
22. Teachers and staff eat or drink unhealthy foods or beverages in front of children:
LI Always D Often D Sometimes E Rarely or never
23. Teachers enthusiastically role model* eating healthy foods served at meal and snack times:
D Rarely or never 0 Sometimes O Often El Every meal and snack
time
* Enthusiastic role modeling is when teachers eat healthy foods in front of children and show how much they
enjoy them. For example, a teacher might say, "Mmm, these peas taste yummy!"
Ward D, Morris E, McWilliams C, Vaughn A, Erinosho 1 , Mazzucca 5, Hanson P, Ammerman A, Neelon 5, Sommers .1, Bali S. (2014).
Go NAP MCC: Nutrition and Physical Activity Self-Assessment for Child Care, 2nd Edition. Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill. Available at: www.gonapsacc.org .
4

24. Our program's collection of posters, books, and other learning materials* that promote healthy eating includes:
E Few or no materials E Some materials with El A variety of materials E A large variety of
limited variety materials with new
items added or rotated
seasonally
* Learning materials that promote healthy eating can include books about healthy eating habits, MyPlate
posters, pictures of fruits and vegetables, healthy play foods, fruit or vegetable garden areas, and bowls of
fruit.
25. Our program's collection of posters, books, and other learning materials* that promote unhealthy foods includes:
II A large variety of D A variety of materials 0 Some materials with D Few or no materials
materials with new limited variety
items added or rotated
seasonally
* Learning materials that promote unhealthy eating can include books or games about unhealthy foods, pictures
or posters of unhealthy foods, unhealthy play foods, and bowls of candy.
26. Soda and other vending machines are located:
D In the entrance or front LI In public areas, but not 0 Out of sight of children LI There are no vending
of building entrances and families machines on site
27. Teachers praise children for trying new or less-preferred foods:
LI Rarely or never D Sometimes El Often n Always
28. When children eat less than half of a meal or snack, teachers ask them if they are full before removing their
plates:
LI Rarely or never III Sometimes D Often LI Always
29. When children request seconds, teachers ask them if they are still hungry before serving more food:
LI Rarely or never 0 Sometimes 0 Often LI Always
30. Teachers require that children sit at the table until they clean their plates:
LI Every meal and snack LI Often E Sometimes D Rarely or never
time
31. Teachers use an authoritative feeding style:*
D Rarely or never n Sometimes 0 Often E Every meal and snack
time
* An authoritative feeding style strikes a balance between encouraging children to eat healthy foods and
allowing children to make their own food choices. A teacher might encourage a child to eat broccoli by
reasoning with him/her about its taste and benefits, instead of using bribes or threats.
Ward 0, Morris E, McWilliams C, Vaughn A, Erinosho T, Mazzucca 5, Hanson P, Ammerman A, Neelon 5, Sommers J, Ball 5. (2014).
Go NAP SACC: Nutrition and Physical Activity Self-Assessment for Child Care, 2nd Edition. Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill. Available at: www.eonapsacc.org .
5

32. Teachers use* children's preferred foods to encourage them to eat new or less-preferred foods:
D Every meal and snack U Often D Sometimes L Rarely or never
time
* This can include offering a treat only if a child finishes his/her vegetables, or taking away a treat if a child does
not finish his/her vegetables.
33. Teachers use food to calm upset children or encourage appropriate behavior:
O Every day LI Often E Sometimes LI Rarely or never
34. During meal and snack times, teachers praise and give hands-on help* to guide toddlers as they learn to feed
themselves:
D Rarely or never U Sometimes II Often U Always
* Praise and hands-on help includes encouraging finger-feeding, praising children for feeding themselves, and
helping children use cups or other utensils.
35. When toddlers are developmentally ready, beverages are offered in an open, child-sized cup:
E Rarely or never E Sometimes E Often U Always
36. During indoor and outdoor physically active playtime, teachers remind children to drink water:
• Rarely or never El Sometimes LI Often 10 At least 1 time per play
period
37. The length of our program's menu cycle* is:
U 1 week or shorter U 2 weeks E 3 weeks or longer El 3 weeks or longer with
without seasonal seasonal change
change
* The length of the menu cycle is the length of time that it takes for the menu to repeat.
38. Weekly menus include a variety of healthy foods:
U Rarely or never 10 Sometimes 1] Often LI Always
39. Teachers incorporate planned nutrition education* into their classroom routines:
10 Rarely or never LI 1 time per month 0 2-3 times per month D 1 time per week or
more
* Planned nutrition education can include circle time lessons, story time, stations during center time, cooking
activities, and gardening activities.
40. Teachers talk with children informally about healthy eating:
Rarely or never LI Sometimes El Often Each time they see an
opportunity
Ward CI, Morris E, McWilliams C, Vaughn A, Erinosho T, Mazzucca 5, Hanson P, Ammerman A, Neelon 5, Sommers J, Ball S. (20141.
Go NAP SACC: Nutrition and Physical Activity Self-Assessment for Child Care, 2nd Edition. Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill. Available at: www.gonapsacc.org .
6

41. Teachers and staff receive professional development* on child nutrition:
0 Never El Less than 1 time per CI 1 tinne per year El 2 times per year or
year more
* For this assessment, professional development on child nutrition does not include training on food safety or
food program guidelines. Professional development can include taking in-person or online training for contact
hours or continuing education credits. It can also include information presented at staff meetings.
42. Professional development for current staff on child nutrition has included the following topics:
See list and mark response below.
• Food and beverage recommendations for children
• Serving sizes for children
• Importance of variety in the child diet
• Creating healthy mealtime environments*
• Using positive feeding practicest
• Communicating with families about child nutrition
• Our program's policies on child nutrition
D None LI 1-3 topics E 4-5 topics E 6-7 topics
* In a healthy mealtime environment, children can choose what to eat from the foods offered, television and
videos are turned off, and teachers sit with children and enthusiastically role model eating healthy foods.
t Positive feeding practices include praising children for trying new foods, asking children about hunger/fullness
before taking their plates away or serving seconds, and avoiding the use of food to calm children or encourage
appropriate behavior.
43. Families are offered education* on child nutrition:
111 Never LI Less than 1 time per LI 1 tinne per year LI 2 times per year or
year more
* Education can be offered through in-person educational sessions, brochures, tip sheets, or your program's
newsletter, website, or bulletin boards.
44. Education for families on child nutrition includes the following topics:
See list and mark response below.
• Food and beverage recommendations for children
• Serving sizes for children
• Importance of variety in the child diet
• Creating healthy mealtime environments
• Using positive feeding practices
II Our program's policies on child nutrition
El None El 1-2 topics 0 3-4 topics El 5-6 topics
Ward D, Morris E, McWildams C, Vaughn A, Erinosho T, Mazzucca 5, Hanson P, Ammerman A, Neelon 5, Sommers J, Ball S. (2014).
Go NAP SACC: Nutrftion and Physical Activity Self-Assessment for Child Care, 2nd Edition. Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill. Available at: www.eonapsacc.org .
7

45. Our written policy* on child nutrition includes the following topics:
See list and mark response below.
• Foods provided to children
• Beverages provided to children
• Creating healthy mealtime environments
• Teacher practices to encourage healthy eating
• Not offering food to calm children or encourage appropriate behavior
• Planned and informal nutrition education for children
• Professional development on child nutrition
• Education for families on child nutrition
• Guidelines for foods offered during holidays and celebrations
• Fundraising with non-food items
El No written policy or LI 1-4 topics LI 5-8 topics 1: 9-10 topics
policy does not include
these topics
• A written policy can include any written guidelines about your program's operations or expectations for
teachers, staff, children, and families. Policies can be included in parent handbooks, staff manuals, and other
documents.
Ward D, Morris E, McWilliams C, Vaughn A, Erinosho T, Mazzucca 5, Hanson P, Ammerman A, Neelon S, Sommers Ball S. (2014).
Go NAP SACC: Nutrition and Physical Activity Self-Assessment for Child Care, 2nd Edition. Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill Available at: www.eonaosacc.org .
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