Team Up for School
Nutrition Success:
Lead Mentors’ Training
A LESHIA H ALL -C AMPBELL , P H D
L EWANDA M ORSE , P H D
Southwest Region
Webinar Agenda
Purpose of and expected outcomes for Team Up
Roles and responsibilities of a lead mentor
Problem management process model
SMART goals and action plans
NFSMI logistics and Frequently Asked Questions
Southwest Region
Team Up for School Nutrition Success
Targeted technical assistance
-Sharing best practices
-Peer-to-peer mentoring/helping
-Providing access to resources
-networking
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Three Topic Areas for Team Up
Based on self-assessment data:
-Increasing participation
-Menu planning
-Food safety
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Layout & Design of Team Up
•Panel discussions
•Includes one lead mentor and 3 – 4
presenters
•Break-out Sessions
•Peer-to-peer mentoring/helping
•Lead mentors facilitate and help
Southwest Region
Agenda
Tuesday, April 14, 2015
7:30 am – 8:00 am
8:00 am – 8:15 am
8:15 am – 8:30 am
8:30 am – 9:30 am
9:30 am – 9:45 am
9:45 am – 10:45 am
10:45 am – 11:00 am
11:00 am – 12:00 pm
12:15 pm – 1:15pm
1:15 pm – 2:15 pm
2:15 pm – 2:30 pm
2:30pm – 3:30 pm
3:30 pm – 3:45 pm
3:45 pm – 4:15 pm
4:15 pm – 4:45 pm
Registration
Welcome / Overview of Workshop Synopsis of Forms
Ice Breaker by Group Assignments
Review Egan Helper Model, Action Plans, and SMART Goals
Morning Break
Best Practices Panel–Increasing Participation
Q & A–Increasing Participation
Breakout Session/Lunch
Breakout Session/Lunch
Best Practices Panel–Menu Planning
Q & A–Menu Planning
Breakout Session
Afternoon Break
Breakout Session Continued
Wrap Up / Setting the Stage for Day 2
Southwest Region
Agenda
Wednesday, April 15, 2015
8:30 am – 9:00 am
9:00 am – 9:15 am
9:15 am – 10:15 am
10:15 am – 10:45 am
10:45 am—11:00 pm
11:00 am – 12:00 pm
12:00 pm – 1:00pm
1:00 pm – 2:00 pm
2:00 pm—2:45 pm
2:45 pm – 3:00 pm
3:00 pm – 4:00 pm
4:00 pm – 4:30 pm
4:30 pm – 5:00 pm
Registration and Networking
Overview of the Day
Best Practices Panel–Food Safety
Q & A–Food Safety
Morning Break
Breakout Session/Lunch
Breakout Session/Lunch
Allied Organization Resource Panel
Resource Tables (Networking)
Afternoon Break
Networking by Topics, Rotate Mentors to Review Action Plans,
Establishment of Partnerships
Allied Organizations, State Agencies and Regional Office Breakout Session
State Planning
Wrap Up/Conclusion/Evaluation
Southwest Region
Role of the Lead Mentors/Helper
•Serve as a facilitator in two areas of the
workshop
•Panel presentations
•Breakout sessions
•Act as a helper to the participants
•Pre-Conference Mentor Workshop
•Monday, April 13, 2015 at NFSMI at 6:00 PM
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Panel Presentations •Each lead mentor will facilitate one topic.
•Gay Anderson – Increasing Participation
•Beverly Girard – Menu Planning
•Helen Phillips – Food Safety
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Facilitate Panel Presentations
•Introduce the Topic Area – 2 mins.
•Introduce the Panel Members – 5 mins.
•Facilitate discussion – 10-15 mins./speaker
•Wrap-up – 2 mins.
•Lead question/answer session – 15 mins.
•Provide transition to Breakout Session
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Break-out Sessions •Each lead mentor will facilitate a group.
•Gay Anderson – Fruit Group (computer lab)
•Beverly Girard – Vegetable Group (auditorium)
•Helen Phillips – Protein Group (upstairs classroom)
•Liz Purnell – Whole Grains Group (Small Business
Center)
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Facilitate Break-out Sessions
•Reintroduce the topic
•Identify helpers in the room (3:1 ratio)
•Rotate mentors each session
•Lead Skilled Helper Model process for topic
•Record issues on a flip chart
•Wrap up
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Be a helper!
•Listen to their “story”
•Provide support – serve as an additional
mentor
•Answer any questions
•Act as a resource
•Be mindful of time
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Skilled Helper Model
“How do I
get what I
need or
want?”
IV. Action
“What do I
need or
want to
happen?
III. The Way Forward
“What is
going on in
my school
nutrition
program?”
II. Preferred Picture
I. Current Picture
Guiding individuals to find their own truth and their own solutions.
“How do I
make it all
happen?”
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Skilled Helper Model:
Stage I – The Current Picture
Task 1A
The Story
Task 1B
The Real Story
Task 1C
The Right Story
• What is your story?
• Helps reveal and discuss their problems
• What is really happening?
• Helps identify new perspectives
• What are the key issues to address?
• Helps develop a thought – preferred outcomes
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Skilled Helper Model:
Stage II – The Preferred Picture
Task 2A
Possibilities
Task 2B
Goals & Outcomes
Task 2C
Commitment
• What do I want?
• Brainstorming possible goals
• What do I really want?
• Setting SMART goals
• What am I willing to pay?
• WE WILL NOT ADDRESS THIS STEP.
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Skilled Helper Model:
Stage III – The Way Forward
Task 3A
Possible Strategies
Task 3B
Best-Fit Strategies
Task 3C
Plan
• What are the possible ways to achieve the goals?
• Brainstorm possible strategies.
• What strategy(ies) are best for me?
• Drill down to find the strategies that are a best-fit.
• How will the strategies be organized?
• WE WILL NOT ADDRESS THIS STEP.
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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?
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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?
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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?
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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?
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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?
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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?
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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.
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Problem
Developed menus that meet the standards, but having a
difficult time identifying a whole grain-rich pasta of choice
that students prefer.
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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
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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 grainrich pasta.
◦ Achievable: Yes
◦ Relevant: Yes
◦ Time-Bound: Next 3 months
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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.
Date: 11-14-14
Expected Outcomes (measurable and specific):
Lunch menus will meet the meal pattern standards. Menus will reflect the food preferences of students.
Observations:
Plan
(What will you do to achieve the expected outcome)
Provide taste tests of new food items
Contact other districts for ideas and
suggestions
Employee Training on culinary techniques
of preparing whole grain-rich pastas.
More nutrition education with students
Person
Responsible
SN Director/Site
Manager
SN Director
SN Director and Staff
SN Staff and
Teachers
Measure of
Success
Taste Test Results
Established
relationships and
ongoing communication
Training completion
records
Participation in nutrition
education activities
Target Date
Date
Completed
Ongoing
(Annually)
Ongoing
Monthly
Ongoing
(Quarterly)
Resources: NFSMI’s Culinary Techniques, USDA’s Whole-Grains Resource, Healthy Cuisine for Kids,
Team Up for School Nutrition Success, and Other Allied Organization Resources
Southwest Region
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
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Logistics
•Travel
•Receipts
•Reimbursements
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Questions or Comments
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