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

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

3. 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

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

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

6. Agenda Tuesday, August 4, 2015 7:30 am – 8:00 am Registration
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–
11:00 am – 12:30 pm
Lunch
12:30 pm – 2:00pm
Breakout Session
2:00 pm – 3:00 pm
Best Practices Panel–Menu Planning
3:00 pm – 3:15 pm
3:15 pm – 3:30 pm
Afternoon Break
3:30pm – 4:45 pm
4:45 pm – 5:00 pm
Wrap Up / Setting the Stage for Day 2

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

8. 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

9. 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

10. 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

11. 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

12. 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?

13. 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?

14. 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?

15. 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?

16. 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?

17. 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?

19. 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.
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.

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

21. 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

22. 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

23. 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.

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

25. Logistics
Travel
Receipts
Reimbursements

26. Travel Policies and Procedures
Contract (Letter of Agreement)
Signed and returned to ICN
Carpooling
Notify ICN of the driver and all passengers
Transportation from Airport to Hotel
Airport Shuttle
Driving
Hotel Self-Parking $25/day (Receipt)
Hotel Accommodations in Arlington, VA
Make reservations and will pay out of pocket
Hyatt Regency Crystal City
2799 Jefferson Davis Hwy, Arlington, VA 22202
August 3-5, 2015 (three nights)
Reimburse cost of room charge only

27. Reimbursements
Reimbursement requests must be submitted by September 4, 2015.
Allow 45 days for payment
Rand McNally driving directions must be provided with mileage for reimbursement.
W-9’s are required for reimbursements
Mail in with reimbursements

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

29. Pre-Workshop Self-Assessment for Participants
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

30. Attire
Business casual
Jacket
Temperature fluctuates in the building

31. Questions or Comments