Team Up for School Nutrition Success: Participants’ Training Aleshia Hall-Campbell, PhD Lewanda Morse, PhD

Webinar Agenda Purpose of and expected outcomes for Team Up Skilled Helper model SMART goals and action plans NFSMI logistics and Frequently Asked Questions

Team Up for School Nutrition Success Workshop Concept Unique learning experience Tailored technical assistance Peer-to-peer mentoring Panel discussions Allied organizations – resources at no cost

Three Topic Areas for Team Up Based on self-assessment data: Increasing participation Menu planning Food safety

Layout & Design of Team Up Panel discussions Includes one lead mentor and 3 – 4 presenters Break-out Sessions Peer-to-peer mentoring/helping

Agenda Tuesday, April 14, 2015 7:30 am – 8:00 am Registration 8:00 am – 8:15 am Welcome / Overview of Workshop Synopsis of Forms 8:15 am – 8:30 am Ice Breaker by Group Assignments 8:30 am – 9:30 am Review Egan Helper Model, Action Plans, and SMART Goals 9:30 am – 9:45 am Morning Break 9:45 am – 10:45 am Best Practices Panel–Increasing Participation 10:45 am – 11:00 am Q & A–Increasing Participation 11:00 am – 12:00 pm Breakout Session/Lunch 12:15 pm – 1:15pm Breakout Session/Lunch 1:15 pm – 2:15 pm Best Practices Panel–Menu Planning 2:15 pm – 2:30 pm Q & A–Menu Planning 2:30pm – 3:30 pm Breakout Session 3:30 pm – 3:45 pm Afternoon Break 3:45 pm – 4:15 pm Breakout Session Continued 4:15 pm – 4:45 pm Wrap Up / Setting the Stage for Day 2

Agenda Wednesday, April 15, 2015 8:30 am – 9:00 am Registration and Networking 9:00 am – 9:15 am Overview of the Day 9:15 am – 10:15 am Best Practices Panel–Food Safety 10:15 am – 10:45 am Q & A–Food Safety 10:45 am—11:00 pm Morning Break 11:00 am – 12:00 pm Breakout Session/Lunch 12:00 pm – 1:00pm Breakout Session/Lunch 1:00 pm – 2:00 pm Allied Organization Resource Panel 2:00 pm—2:45 pm Resource Tables (Networking) 2:45 pm – 3:00 pm Afternoon Break 3:00 pm – 4:00 pm Networking by Topics, Rotate Mentors to Review Action Plans, Establishment of Partnerships Allied Organizations, State Agencies and Regional Office Breakout Session 4:00 pm – 4:30 pm State Planning 4:30 pm – 5:00 pm Wrap Up/Conclusion/Evaluation

Skilled Helper Model Guiding individuals to find their own truth and their own solutions. I. Current Picture “What is going on in my school nutrition program?” II. Preferred Picture “What do I need or want to happen? III. The Way Forward “How do I get what I need or want?” IV. Action “How do I make it all happen?” Effective listening is key to being a skilled helper. It consists of various skills: SOLER S – face the speaker squarely O – maintain an open posture L – lean towards them E – maintain appropriate eye contact R – be relaxed

Skilled Helper Model: Stage I – The Current Picture What is your story? Helps reveal and discuss their problems Task 1A The Story What is really happening? Helps identify new perspectives Task 1B The Real Story What are the key issues to address? Helps develop a thought – preferred outcomes Task 1C The Right Story Concentrate on both non-verbal and verbal communications as they tell their story. Stage I is about providing a safe place for the participants to tell their story and feel like they are being hear. When people are going through difficult times, they often need a sounding board and need to talk it out. Tasks are activities – what is really going on in their school district. Task 1A – This task is when the participants really tell about what is happening. They need to be encouraged to tell their story as clear as possible because it is through this “story” that they reveal and discuss their problems. As a helper you need to actively listen to what they are saying. Task 1B is a more challenging step. It is more of a task for the mentors as you question what is really going on in the situation. It is taking a closer look at the problems and reflecting on what has been discussed. Then helping the participants identify new perspectives, i.e. what the real problem is. Task 1C – the mentor really tries to help the participant move along. What can we really work on and make a move on? Developing a thought – drilling down to the core issues. The ultimate goal of State 1 is having participants get to start thinking about what are my preferred outcomes. What is my preferred picture? What do I want it to look like? Key skills to use during this stage: open ended questions, silence, focusing, empathy, paraphrasing & reflecting meaning/feeling, summarising

Skilled Helper Model: Stage II – The Preferred Picture What do I want? Brainstorming possible goals Task 2A Possibilities What do I really want? Setting SMART goals Task 2B Goals & Outcomes What am I willing to pay? We will NOT address this step. Task 2C Commitment Stage II – the preferred outcome stage. Imagine the kind of future they want under the specific topic. 2A – Mentors are not writing. The participant is writing & thinking. The creative part – what do you want it to look like? The brainstorming possible goals. 2B – drill down. Choose the best goal & outcome. SMART goals – specific, measurable, achievable, relevant, & time-bound Goals should be Specifically written & clearly define what you are going to do. Goals should be measurable. It can be quantified and measured. Goals should be achievable. It should be realistic and something that can be done. Going to stretch you but are accomplishable. Goals should be relevant. Willing & able to work on – does it actually relate to your situation. Goals should be time-bound. Fire lit under the individual. Can be done – creates a practical sense of urgency. Key skills: recognizing patterns and themes, alternate frames of reference, self-disclosure, challenging, timing & pacing

Skilled Helper Model: Stage III – The Way Forward What are the possible ways to achieve the goals? Brainstorm possible strategies. Task 3A Possible Strategies What strategy(ies) are best for me? Drill down to find the strategies that are a best-fit. Task 3B Best-Fit Strategies How will the strategies be organized? We will NOT address this step. Task 3C Plan This is basically the HOW stage – how will they move forward with the goals they have set. All the possible ways they can achieve the goals they have set. May be asking for suggestions and help – drilling down to the ones that are right for your particular program/school district. Stage I – what are the problems Stage II – what are my goals Stage III – how am I going to meet those goals Key skills: divergent thinking, goal setting, decision making, problem solving evaluate knowledge of resources, teaching skills, using knowledge of how behavior is changed & maintained

SMART Goals S Specific – State exactly what you want to accomplish. M Measurable – How will you evaluate if the goal has been met? A Achievable – Is it something you can actually accomplish? R Relevant – How does it align to your objectives? resources? T Time-bound – What timeframe would create a sense of urgency?

S – Specific State exactly what you want to accomplish. Goals should be simplistically written and clearly define what you are going to do.. Try to answer the five “W’s”: Who – Who is involved? What – What do I want to accomplish? Where – Where will this happen? When – When will this happen? Why – Why am I setting this goal?

M – Measurable How will you evaluate if the goal has been met? Goals can be quantified to a determined amount of a specified unit. It is the indicator of progress. Try to answer questions such as: How much? How many? How will I know it’s accomplished? What is the goal line?

A – Achievable Is it something you can actually accomplish? Goals state what results can be realistically be achieved, given available resources – but may stretch the team. Ask yourself these questions: Are you prepared to make the commitment necessary to reach your target? Are you willing to make major changes in your routine and work environment? Is there a more achievable goal you would be willing to work for?

R – Relevant How does it align to your objectives? Goals must be ones that you are willing and able to work on and must be based on forecasted needs. Try to answer questions such as: Do I have the resources? Does it make sense for my program? Does it align with my priorities and needs?

T – Time-bound What timeframe would create a sense of urgency? Goals should be linked to a timeframe that creates a practical sense of urgency. During your timeframe, ask yourself: What can I do TODAY to reach my goal? What can I do one week from now? What can I do one month from now?

Action Plans Helps you focus your ideas and decide what steps are necessary to achieve your goals. Identifies what you want to achieve over a given period of time. Helps you reach your goals. Writing down your goals turns them into a plan by focusing your ideas and helping you decide what steps are necessary to achieve your goals. It also provides a concrete timetable that helps you identify what you want to achieve over a given period of time by following a set of clearly defined steps to help you reach your goals.

Problem Developed menus that meet the standards, but having a difficult time identifying a whole grain-rich pasta of choice that students prefer.

Best Practices/Solutions Employee Training Taste Tests with Students & Staff Contact other districts for ideas & suggestions More nutrition education with students Model behavior by having teachers, student groups (i.e., athletes), administrators, and parents promote food choices Try, Try, Try…and Try Again -Takes 9-15 times before children like new foods

S.M.A.R.T. Goal-Menu Planning Over the next three months, students will taste test three varieties of whole grain-rich pastas to select a student-preferred brand for next school year at a 65% student approval rating. Specific: Students will taste test whole grain-rich pastas. Measurable: 65% of students will prefer the selected whole grain- rich pasta. Achievable: Yes Relevant: Yes Time-Bound: Next 3 months

Team Up for School Nutrition Success Action Plan Menu Planning Goal: Over the next three months, students will taste test three varieties of whole grain-rich pastas to select a student-preferred brand for next school year at a 65% student approval rating.

Another Simplistic Goal All cooks will complete the NFSMI’s Culinary Techniques: Preparing Entrees online course by June 2015. Specific Measurable Achievable Relevant Time-Bound

Travel Policies and Procedures Contract (Letter of Agreement) Signed and returned to NFSMI Ground Transportation 72 miles (1 hour drive) from Memphis Directions emailed Carpooling Notify NFSMI of the driver and all passengers Hotel Accommodations Rooms are booked and have been direct billed to NFSMI. April 13-16, 2015 (three nights) Cost of room charge only

Rental Cars Must be approved Rent an intermediate or lower level CAR No additional charges Fuel must be purchased at a gas station, not the rental car company. (receipt required) Strongly suggest renting directly through rental car websites Try to avoid travel websites like Expedia, Orbitz, Hotwire, or similar sites. These typically do not provide itemized receipts which are required.

Reimbursements Reimbursement requests must be submitted by May 15, 2015. Allow 45 days for payment Rand McNally driving directions must be provided with mileage for reimbursement. W-9’s are required for reimbursements Will complete on-site

Receipts Original, itemized receipts Alcohol – not reimbursable – must be on a separate receipt Tips – not reimbursable

Pre-Workshop Self-Assessment Three (3) Topic Areas Increasing Participation Menu Planning Food Safety SNA’s Keys to Excellence Best Practice Areas Assess your operation Use a scale of 1 to 5 1 = extremely poor 5 = excellent

Attire Business casual Jacket Does not require a jacket or suit Can be a little more fashion forward No jeans, shorts, or other too-casual clothing For men, a collared shirt is still required. Jacket Temperature fluctuates in the building

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