1. Team Up for School Nutrition Success: Skilled Helper Model

2. Discussion Aim:
To introduce the framework for Team Up for School Nutrition Success Model

3. Team Up Workshop Design
Panel Discussions
Breakout Sessions
Peer-to-peer mentoring
Skilled Helper Model

4. Breakout Sessions
Smaller Breakout Groups

5. Skilled Helper Model

6. Steps in the Framework
Broad Perspective
Narrowing the View
Focusing

7. Team Up Model Stage I : The Current Picture
Task 1 A. The Story
What is your story?
Task 1B. The Real Story
As you look more closely, what is really going on?
Task 1C. The Right Story
What are the key issues that need to be worked on?
What issues, if handled well, will make a real difference ?

8. Team Up Model Stage II : The Preferred Story
Task 2A. Possibilities
What do you want the future to look like?
Task 2B. Goals and Outcomes
Setting SMART Goals
Task 2C. Commitment
Are the goals realistic?

9. A Word About Goals… What is a goal? Goals:
Goals are typically broad general statements that describe what the program plans to accomplish.
Goals:
Establish the overall direction for and focus of a program
Define the scope of what the program should achieve
Serve as the foundation for developing action steps

10. Describe the Future You Want in Outcome Language
Goal
A goal establishes the overall direction and focus of a program and is the foundation for developing a plan of action
Goal = Outcome
“I want to start serving a variety of fruits during lunch.”
“Within 6 months, I will provide 2 fruit options at lunch every day.”
VS.

11. 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?

12. 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?

13. 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?

14. 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?

15. 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?

16. 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?

18. Let’s Work Through the Model Stage 1: The Current Picture
Task 1-A

19. Task 1-B

20. Stage I: Continued

21. Stage II: The Preferred Picture
Task 2-A

22. Stage II: The Preferred Picture
Task 2-B

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

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

26. Team Up Model Stage III: The Way Forward
Task 3A. Possible Strategies
Brainstorm possible strategies.
Task 3B. Best-Fit Strategies
What strategies are right for your program?
Task 3C. Plan
How do I prioritize my strategies?

27. 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.

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

29. Best Practices/Solutions
Employee Training
Taste Tests with Students & Staff
Contact other districts for ideas & suggestions
Model behavior by having student groups (i.e., athletes), and parents promote food choices
Try, Try, Try…and Try Again

30. 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 breads to select a student-preferred brand for next school year at a 65% student approval rating.

31. Role of the Mentor Coach/Advisor Source of Encouragement/Support
Resource Person
Devil's Advocate

32. Ground Rules
Safe environment without fear of ridicule, isolation, or embarrassment
Listen to all ideas and information shared
Respect others’ opinions
Be present in the discussion
Respect differences

33. Ground Rules Be mindful of others
Stay focused on the objectives of the workshop
Avoid getting sidetracked
Remember the time constraints
Draw on your mentors’ experiences
Trust the process

34. Questions