Team Up for School Nutrition Success Skilled Helper

Team Up for School Nutrition Success: Skilled Helper Model

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

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

Breakout Sessions Smaller Breakout Groups

Skilled Helper Model

Steps in the Framework Broad Perspective Narrowing the View Focusing

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

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

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

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. ”

SMART Goals S M A R T • Specific – State exactly what you want to accomplish. • Measurable – How will you evaluate if the goal has been met? • Achievable – Is it something you can actually accomplish? • Relevant – How does it align to your objectives? resources? • 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?

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

Task 1 -B

Stage I: Continued

Stage II: The Preferred Picture Task 2 -A

Stage II: The Preferred Picture Task 2 -B

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

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 grainrich bread. ◦ Achievable: Yes ◦ Relevant: Yes ◦ Time-Bound: Next 3 months

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

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.

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 grainrich bread. ◦ Achievable: Yes ◦ Relevant: Yes ◦ Time-Bound: Next 3 months

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…and Try Again

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.

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

Ground Rules üSafe environment without fear of ridicule, isolation, or embarrassment üListen to all ideas and information shared üRespect others’ opinions üBe present in the discussion üRespect differences

Ground Rules üBe mindful of others üStay focused on the objectives of the workshop üAvoid getting sidetracked üRemember the time constraints üDraw on your mentors’ experiences üTrust the process

Questions