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
Panel Discussions
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 1B. The
Real Story
Task 1C. 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 2A.
Possibilities
Task 2B. Goals
and Outcomes
Task 2C.
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?
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
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
The Story
What is going on in your school nutrition program as it relates to menu
planning? What are your main concerns? Think to some of the best
practice areas that you identified as areas that may need improvement
during the self-assessment.
My problem is that I have corrected the menu to meet the requirements
but the kids don’t like it.
Task 1-B
What is really going on?
As you look closely, what is really going on with menu planning? What new
perspectives have you gained just in thinking about your story and listening
to the presenters?
Employee training
Employee attitudes toward the menu (negative)
Stage I: Continued
What are the key Issues to be worked on?
What should you be working on? What issues, if handled well, will make
real improvements in your menu planning outcome?
Training Employees
Requesting input from customers
Taste test with employees and students
Contact surrounding districts to see what is working
More nutrition ed with students
Positive attitude from the top down
Stage II: The Preferred Picture
Task 2-A
What do you want the future to look like?
Ideally, what do you want instead of what you currently have? What do
you want the future of menu planning in your school district to look like?
Want students to eat and to love the program
Like to see foods that kids get excited about
Regain possible lost students and adults
Want food manufacturers to work with us to provide ideas
Stage II: The Preferred Picture
Task 2-B
Setting SMART Goals
What so you really want and need? What solutions are best? Set some
SMART GOALS.
Goal 1:
Increase participation by 10% in the next semester.
Goal 2:
Meet with managers this semester to determine the most popular
menu items and implement January thru June.
Goal 3:
Taste test “new versions” of favorites to determine a brand that kids
like and menu that new item as student approved in a timeframe that
meets purchasing requirements
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 3A. Possible
Strategies
Task 3B. Best-Fit
Strategies
Task 3C. 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, 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.
Date: 6-14-14
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: ICN’s Culinary Techniques, USDA’s Whole-Grains Resource, Healthy Cuisine for Kids,
Team Up for School Nutrition Success, and Other Allied Organization Resources
Role of the Mentor
Coach/Advisor
Source of Encouragement/Support
Resource Person
Devil's Advocate
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
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
Questions