Statewide Training for SNAP-Ed Local Implementing Agencies

Healthy Eating and Physical Activity:Implementing PSE Strategies in Early Care and Education Settings

Facilitator’s GuideThis material was produced by institutions that represent SNAP-Ed in California, known as CalFresh, with funding from USDA SNAP-Ed. These institutions, the California Department of Social Services, the California Department of Public Health, UC CalFresh, California Department of Aging, and Catholic Charities of California, are equal opportunity providers and employers. CalFresh provides assistance to low-income households and can help buy nutritious food for better health. For CalFresh information, call 1-877-847-3663.

Table of ContentsGeneral Information...............................................................................................................3

Preparation............................................................................................................................4

Agenda..................................................................................................................................5

Facilitation Guidance.............................................................................................................6

Suggested Physical Activity.................................................................................................29

Suggested Ways to Evaluate..............................................................................................30

2

General InformationTarget Audience This Training is designed for SNAP-Ed State Implementing Agencies,

Local Implementing Agencies, their partners and subcontractors.

Overview This Early Childhood training will provide Local Implementing Agency staff an overview of how policy, systems, and environmental (PSE) change strategies can be implemented in Early Care and Education sites. The training workshop will include practice-based methods for supporting PSE change strategies in ECE settings.

Purpose

Duration 9:00 am – 3:00 pm

3

PreparationTrainer materials needed A/V needs

laptopprojectorspeakersflip chart pad and easelmarkerspostersTable materialspencils/pens/markerssticky notesmanipulatives (things to touch/play with)blue tapesnacksobstacle course equipment for PA breakgive aways – cds, ball bag.

Materials for Trainees Red folder with label including title of trainingAgenda – Top left side of folderPPT packet - Left side of folderAssessment packets for groups to reviewECE PA & Nutrition Templates and Policies pack – Separate from folderECE PA Toolkit – Separate from folderFarm to Preschool handout - right side of folderPA Language out of template for activity – right side of folderMy next steps handout - right side of folder

Links used in PPT Green Family - https://www.youtube.com/watch?v=3f9hc6FRe7c

Preparation prior to training

Room Setup Rounds with 6-8 people per tablePrepare flip charts:

“Potential Partners” “Parking Lot” Engagement activity: “Parents/Guardians”, “ECE

Site Staff”. “Partners”

4

AgendaTime

Guidelines Section Leader

30 min 8:00am – 8:30am Set-Up

30 min 8:30am – 9:00am Registration

30 min 9:00am – 9:30am Welcome/Warm-Up Activity

20 min 9:30am – 9:50am PSE

45 min 9:50am – 10:35am Assessment

30 min 10:35am – 11:05am ECE Policy

15 min 11:05am – 11:20am PA Break

40 min 11:20am – 12:00pm Systems Strategies and Partnerships

1 hour 12:00am – 1:00am LUNCH

15 min 1:00am – 1:15am PA Energizer

30 min 1:15am – 1:45pm Engaging Parents and Staff

30 min 1:45pm – 2:15pm Environmental Change Strategies

20 min 2:15pm – 2:40pm Next Steps and closing

5

Facilitation Guidance

Title Welcome/Warm-Up Activity

Time 30 min

Facilitator

Materials and Preparation Folders with materials

`

Left side Right Side Do:

Welcome everyone Thank host Explain any logistics

Say: We want to take some time this morning to get to know one another so we’ll start by introducing ourselves and then have all of you share as well.

Do: Depending on number of attendees have them tweet ECE experience.

Trainers introduce selves and ask participants to answer items on slide.Do: Have participants review objectives and then ask them to share what they are most looking forward to learning.

Review folder content.

Left side of folder: Agenda and PPTRight side of folder: PA Policy language, Farm to Preschool handout, My next steps handout

6

Title Policy Systems Environmental Change

Time 20 min

Facilitator

Materials and Preparation Internet access to play Green Family video

Left side Right Side Say: In this section we’ll review what Policy Systems and Environmental

Change is. Policy Systems and Environmental Change can be a hard concept to grasp. We have a fun video to play to help you better understand how it all works together.

Play Green Family video on link

Say: For PSE, each letter stand and mean three different things. The P is for Policy. It is a written statement of an organizational position, decision or a course of action.Just a reminder for SNAP-Ed and under NEOPB, we are focused on organizational policy vs. legislative policy.As SNAP-Ed grantees and government employees, there are guidelines of what we can and cannot do. If you have any questions, please do not hesitate to contact your State Implementing Agency representative.Also policy does the following:

• Describes actions, resources, implementation, evaluation and enforcement

• Made in the public, non-profit and business sectors• Helps guide behavioral changes

For ECE, we are going to focus first on site policies.

7

TitleAssessment

Time 45 min

Facilitator

Materials and Preparation Folders of different assessment materials

Left side Right Side

SAY: For those of you who have been working in different ECE settings for years, you’ll note that there are many steps towards accomplishing change as it pertains to policy creation. Today We’re going to break this down to just four steps – Assessing, Planning, Taking Action and Keeping it up! We’ll show you how each of these steps is important, how an ECE site can accomplish each, and resources to support these steps.SAY: (Assess) The first step is to assess the site. The assessment can be done by site staff and possibly with your guidance. We will walk through a few different tools today that will assist the site staff and you with this step. The goal is to find the areas that need improvement with regards to nutrition or physical activity.(Plan) Next – using the assessment results, ECE site staff can prioritize which changes will have the most impact. This is a good way to ensure that the ECE site staff and/or you don’t take on too much at one time. Changes in the ECE site might happen gradually. For this step, it’s important that you work with the ECE staff who will be in charge of making these changes, or enforcing them. (Take Action) Once a plan is developed, make sure to support the ECE staff in putting their site’s changes into action! (Keep it up) And then lastly, celebrate any progress the site has made, support them in assessing again and then help the site plan their next move! Do: Leave slide up, pass out resource folders, explain activity.Say: Now we’re going to go through four different tools that you can use to assess an ECE site and begin making changes. The four tools are NAP SACC, CHOICE, Healthy Kids Healthy Future, and Preschools SHINE. We are going to use this opportunity to do a little teach back. In each of these folders, there is one assessment with a description of the assessment. We’re going to pair off – and each group will have one of the assessments. Take the next ten minutes to study the assessment, and jot down a few things you’d like to share with the group. Pretend that we are staff working at an ECE site and you are explaining to us what the assessment is and how to use it.

8

Do: Have slide up during activity. When groups are ready to share, ask for group to volunteer. After each group shares, ask attendees what follow-up questions they may have about the tool. The below slides of assessments can be used to jump to with each presenter to give more information on the tool if necessary.

Say: The first tool we’re going to talk about today is Healthy Kids, Healthy Future. The Healthy Kids, Healthy Future program is a great tool that is very simple to use. It is all done online. When you go to the site, you’ll see these helpful stepwise tool. You’ll want to register – which just takes two minutes! Do: Navigate to the site.

Say: After you register, you’ll receive this fun certificate shown on the screen that displays what the five goals of this program are:Do: Call on a volunteer to read the five goals.Physical Activity - Provide 1-2 hours of PA throughout the day, including inside and outside play when possible.Screen time: No screen time for children under . Limit of 30 minutes of quality screen time for children 2 and older.Food: Serve Fruits or vegetables at every meal, eat meals family-style whenever possible and don’t serve fried goods.Beverages: Provide access to water throughout the day and don’t serve SS drinks. For children age 2 and older, serve low-fat (1%) or non-fat milk and one 4-6 oz serving of 100% juice per day.Infant Feeding: For mothers who want to continue breastfeeding, provide their milk to their infants and welcome them to breastfeed during the child care day. Support all new parents’ decisions about infant feeding.

Say: The second step is to Take the Quiz, which is the assessment piece– this will take you through a series of electronic questions about your nutrition and feeding practices.

9

Say: Here is a sample from the assessment. There are only 15 questions total: The survey should only take 10-15 minutes max. If you look at the resources on the toolbar, you will see a preview of what the quiz looks like. You could print this and look it over before doing the online version. As you see on the screen, you are asked to mark the box that describes your current stance on this best practice. The answer choices are:Yes, fully meeting this best practicesMaking progress on meeting this best practiceRead to get started on meeting this best practiceUnable to work on meeting this best practice right now.

Do: Animate the arrow.Say: The third step is to - Make an Action Plan – Make sure you are with those who will be implementing this plan. Here are the questions to think about:You will be asked to think about the following for each best practice goal you select:How many steps do I think it will take to achieve this goal?What are these steps in particular?Who is responsible for each of these steps?By what date should each step be complete?Once you’ve worked on this, you’ll have an action plan for your site. Say: After implementing the changes you set out in your action plan, the site can reassess to see how far they’ve come, and also to get additional direction for next steps.Later in this webinar, we will be talking about some of the resources that you can use to help you implement these best practices.

Say: The last step of the Healthy Kids, Healthy Future tool is to make an Action Plan.

Say: The second tool we’re going to discuss is the CHOICE tool, which stands for Creating Healthy Opportunities in Child Care Environments. This tool was developed by the Contra Costa Child Care Council with support from NEOP funding. This manual was developed to help you assess the child care environment and, using best practices, successfully write and implement nutrition and physical activity guidelines. This tool is a little more detailed than the Healthy Kids, Healthy Future assessment. The Self-assessment Questionnaire gives you an opportunity to review your existing nutrition and physical activity practices,

10

provides a starting point for staff training and parent education, AND can help you develop policies that can make your child care program healthier for children.Ask: Who would like to share your experience using this tool?Additional Talking Points/Not ScriptedWho can benefit from taking the Self-assessment Questionnaire?Family child care providers, and child care center directors, teachers and staff who want to make the child care environment healthier for the children in their care.Parents who want to gain information about best practices for nutrition and physical activity in child care.Child and Adult Care Food Program (CACFP) sponsors and monitors who want to train providers in best practices.Resource and Referral staff who want to better understand nutrition and physical activity best practices in child care.

Say: There are 35 best practices in the self-assessment questionnaire in four different categories. On the screen is an example of how the best practices are laid out in the questionnaire. So for the first best practice: “Parents receive written nutrition policies upon enrollment”, site staff can mark the box that best describes the current practice. • Already doing • Making progress in doing • Planning to do • Not planning to do All but one category (Food Served) can be answered by choosing one of the four options. The “Food Served” category lists best practices for food served and asks how make times a day, or the quality of the food served. For example, how often is 100% fruit juice offered – 1x per day, 2, 3-4, or neverThe completed SAQ will help to identify the strengths and weaknesses of the existing nutrition and physical activity at a child care site and then facilitate goal setting.

Say: For each of the 35 questions in the self assessment questionnaire, there is a practice and rationale listed, as well as some talking points to help providers with this change. I really encourage everyone to go through this manual. It offers a comprehensive view of what are considered best practices served when it comes to nutrition and physical activity policy development and integration.For example, number 18 is a best practices with regards to the availability of water. Read: Water is freely available both indoors and outdoors. Read: Best Practice, Rationale and 1-2 of the TPsThis tool also offers tips for developing policies, which we will get into in a few minutes.

11

Say: The third resource we’re going to discuss is Go NAP SACC, which stands for Nutrition and Physical Activity Self-Assessment for Child Care. This resource was recently revamped and is now called “Go NAPSACC.” Go NAP SACC is based on a set of best practices — recommendations that stem from the latest research and guidelines in the field. The original NAPSACC wasn’t offered online; however now this tool is an easy-to-use online tool for early care and education programs interested in building healthy eating and physical activity habits in children. There are two sets of full assessments. The first set covers centers, school-based, and Head Start sites. The second covers Family Child Care Homes.Breastfeeding & Infant Feeding Self-AssessmentChild Nutrition Self-AssessmentInfant and Child Physical Activity Self-AssessmentScreen Time Self AssessmentGo NAP SACC Breastfeeding & Infant Feeding Self-AssessmentGo NAP SACC Child Nutrition Self-AssessmentGo NAP SACC Infant & Child Physical Activity Self-AssessmentGo NAP SACC Outdoor Play & Learning Self-AssessmentGo NAP SACC Screen Time Self-AssessmentGo NAPSACC is a bit more rigorous than the previous tools we’ve discussed. If this tool interests you, don’t shy away from it! You do not need to take all five assessments at one time. It is reommendated that you take one or two, and start planning for healthy changes in those specific areas. The second and third tools, Child Nutrition and Infant & Child Physical Activity , are the core areas of the original NAP SACC. If you are new to making these kinds of changes, start with these areas to build a strong foundation.

Say: Each of these five assessments is multiple pages, with 20 or more questions. Each offer suggestions about to get started. For example, before you begin, youll want to gather menus, staff manuals, parent handbooks, and other documents that state your policies and guidelines about child nutrition and Recruit the help of key teachers and staff members who are familiar with day-to-day practices. As you assess, there are clear qualifiers for questions. Here you see that when a question is in parentheses, this is referring to half-day options. You can also see here that when there is an asterisk, there is a definition below. The answer choices in the right-hand column, which you see now in a red box, represent the best practice recommendations in this area. To interpret your results, compare your responses to these best practice recommendations. This will show you your strengths and the areas in which your program can improve.

12

Say: We’re going to move into our last tool that has an assessment component which is SHINE – Shaping Healthy Impressions through Nutrition and Exercise. SHINE is a statewide recognition program run by the California Department of Education, Nutrition Services Division. The program showcases the outstanding work that many California child care and development programs do every day to promote the health and well-being of young children. It consists of 10 elements that foster healthy habits during the early years of growth and development.Additionally, there is a coaching program available for sites that do not qualify. This is county specific. If you are interested, you could go to their site, which I’ve listed here on the slide for more information about their coaching program.

Say: As I mentioned, there are ten elements of SHINE. The elements are:

1. Federal Child Nutrition Program Participation2. Meal Quality 3. Mealtime Environment4. Nutrition Education 5. Edible Gardening6. Physical Activity7. Professional Development8. Wellness Policies9. Partnerships10. Leadership Team

One of the resources that is provided today is an overview of these ten elements and their criteria. This is a screen shot of the first page of that resource. For example, the first element is Federal Child Nutrition Program Participation and the criteria is if the site participates in a federal child nutrition program and comply with federal and state requirements. For each of these elements, there is a fact sheet on the Healthy Preschoolers site that we mentioned previously. You can apply online to have your site qualify – It includes a series of verification. This is a good recognition to have for your program!

Say: The program is structured so all child care sites can achieve a beginning certification level (bronze), and then over time, make additional improvements to the site’s wellness environment in order to reach higher and higher certification levels (silver and gold). Four required baseline elements must be implemented to apply for any level of SHINE certification: Element 1: Participation in a Federal CNP • Element 4: Nutrition Education • Element 7: Professional Development • Element 10: Leadership Team Bronze – 2 additional certifications

- 4 additional (total 8)- 6 additional (all ten!)

13

Say: Here is an example of one of the questions from the needs assessment for SHINE. The answers vary from a 1 meaning that this is not a practice in the center or home to a 5 which is our center or home is outstanding and consistent in implementing this practice.There is a key in the tool to use as you go through each element assessment. There is also a worksheet that you can use to guide the formation of your action plan based on the answers to your needs assessment. 1 This is not a practice in our center or home. We recognize that it is important and will address it in the future. We have a lot of work to do. 2 Our center or home is just beginning to work on this practice and has made this an urgent focus for our administrative, teaching, and nutrition staff. 3 Our center or home has done some work in this area, but the practice is implemented only occasionally. More staff commitment and work are needed to improve this area. 4 Our center or home is good at this practice. However, it is not done consistently. We need to do additional work to be outstanding in this area. 5 Our center or home is outstanding and consistent in implementing this practice. Our center or home can serve as an example for others. Say: We have now gone through four tools that can be used to assess a Early Care and Education Settings – Healthy Kids, Healthy Future, CHOICE, NAP SACC and lastly SHINE. We’re going to test your knowledge with a quick poll. Do: Launch poll. Wait 10-30 seconds.Say: Discuss poll results. We are going to shift gears and discuss how these tools can ultimately help you prepare to add healthy site policies.

TitleECE PA & Nutrition Policy

Time 30 min

Facilitator

Materials and Preparation

14

Left side Right Side Overview of why policy created

Facilitator: We just reviewed assessment so where do we go from here? Once you know what the needs are at the childcare/preschool setting you are supporting, you can start to create a policy that will help implement the changes needed to address the needs you find in your assessment.

Ask participants: How many of you have a policy or have encouraged or helped support a policy in your ECE Settings? Show of handsWhy is it important to have a policy? Have participants share why they think it’s important.

We all want to see happy active and healthy kids. According to the Centers for Disease Control and Prevention (CDC), implementing policies can promote healthy weight for young children in child care and preschool settings. Therefore, all child care and preschool sites should have customized physical activity policies that describe their approach to supporting daily physical activity.Once adopted, the policy should be easily accessible and available for everyone.

How do you communicate your policy?

We’ve provided you with ECE policy template language that includes language for both nutrition and PA. Let’s take a closer look at what PA language might look like in your policy .

A physical activity policy is a statement that: *Addresses why it is important to get children moving.*Describes how the child care or preschool site intends to

successfully implement physical activity recommendations and best practices.

Includes information about how staff and parents will be educated on the importance of physical activity.

*Can be part of the child care or preschool site’s handbook, advertisements, and parent materials.

*Offers the opportunity for providers and teachers in various settings to show a strong commitment to maintaining and enhancing the health of the children in their care.

Do PA Template activity – review PA template language and have participants circle some of the language they’d include in the policies they’d be supporting. Then shareout.

We have a new ECE PA Toolkit that will help with implementing the PA 15

TitleECE System Change Strategies & Partnerships

Time 40 min

Facilitator

Materials and Preparation

16

Left side Right Side

Facilitator: Say: We talked about Policy now we want to go into the S in PSE which stands for Systems. You can think of systems as processes you have in place.

It means unwritten, ongoing, organizational decisions or changes that reach a large population that the organization servesIt alters how the organization or network conducts businessAlso may precede or follow a written policyWhat else? Organize a quarterly store tour for ECE kids, quarterly taste testings, How procure food, staff procedures

Facilitator: Do: Have slide up during activity. When groups are ready to share, ask for a group to volunteer. After each group shares, ask attendees what follow-up questions they may have about their maps.They can draw their community to get ideas for partners or just list partners

Use Partnership Practice handoutFacilitator: Do: Have slide up during activity. When pairs are ready to share, ask for volunteers. Provide opportunity for others to ask questions/comment. Ask follow-up questions.KNOW: [from NEOP Partnership Plan]Partnership: Working together in a mutually beneficial manner to accomplish joint goals, regardless of any contractual agreements.Essentials of Partnerships Partnerships take significant time and hard work to initiate, establish and sustain. The following are key components that NEOP staff, key informants and the research literature identified as essential to forming any successful partnership.SHARED VALUES: Participating organizations have compatible core values, philosophies and common goals. TRUST: Without a high level of trust, respect and authenticity, no partnership can exist. Building this trust takes time, effort, attention to details and nurturing. TRANSPARENT COMMUNICATION: Consistent, ongoing, accurate, open communication is a requirement for partnerships to be successful and sustainable.ACTION: Meaningful accomplishments must result to sustain the partnership. CLARITY OF PURPOSE: Having agreement on a specific goal or reason for partnering at the onset is necessary for potential partners to justify time and resources. ENGAGEMENT: A strong level of engagement and commitment with decision-makers at the table is necessary from partnering 17

TitleEngaging Parents and Staff

Time 30 min

Facilitator

Materials and Preparation

18

Left side Right SideSay: Great job everyone! Thank you all for participating. Now let’s look at some other ways to engage parents AND staff in ECE settings. First I want to identify why we are talking about engaging parents and staff at this point of our day. [next slide]

Say: We just talked about partnerships and how they can support system change strategies in ECE settings. In addition to these types of partnerships, parents and staff are also a very important partner to child care providers in ECE settings. So were going to have an activity and discussion on how providers can engage their staff and parents.[next slide]

Do: Have slide up during activity. When groups are ready to share, ask for a group to volunteer.

Split groups into produce – Apple, Peach, PearSay: In addition to promoting policies there are many ways providers can engage parents and staff. The picture on this slide lists the Five Practices of Exemplary Leadership from the Leadership Challenge framework by James Kouzes and Barry Posner. Have you heard of them (raise hands)? I recently had the opportunity to learn about these practices and found that they can be applied in many settings. In ECE settings providers (and staff) are “leaders.” We are all leaders in some way…You may be asking why we are discussing these five practices. Well I felt they are a great way to remember ways to engage parents and staff in ECE settings. Say: So over the next few slides we’ll provide examples of how providers can engage parents and staff in ECE settings (and promote site policies) and tie them to each of the five practices listed on the screen. Let’s start with Model the Way!Know:Model the Way Leaders establish principles concerning the way people (constituents, peers, colleagues, and customers alike) should be treated and the way goals should be pursued. They create standards of excellence and then set an example for others to follow. Because the prospect of complex change can overwhelm people and stifle action, they set interim goals so that people can achieve small wins as they work toward larger objectives. They unravel bureaucracy when it impedes action; they put up signposts when people are unsure of where to go or how to get there; and they create opportunities for victory. Inspire a Shared Vision Leaders passionately believe that they can 19

Title ECE Environmental Settings

Time 30 min

Facilitator

Materials and Preparation

Left side Right Side Facilitator:

Say: Great! Now that we have discussed the “P”- policy and “S” – systems. It is time to move on to “E” – environment. So, what are environmental changes? Environmental changes are the visual or observable changed in a physical or social setting.

The physical environment can include the natural or built environment. The social environment can include marketing/media, culture/social norms, economics.

Our homes, school, places of employment, places of worship, parks, playgrounds and other daily settings have a profound impact on how we live our lives.Environmental changes are all about making changes to the environment to promote healthy behaviors.

Ask: What are some examples of physical environment changes in your community?What about social environment changes?DO: Have slide up during activity. SAY: Now that we all have a basic understanding of environmental changes, we are going to do a fun activity! For this activity, I am asking you to get in touch with your inner 5 year old! We are going to draw some pictures!

For this activity, you are welcome to work with others from your ECE setting.

In your groups, think about your ECE setting. What environmental changes would you like to see?

What does your ideal ECE setting look like? What changes would promote the most healthy eating and PA?

Using flip chart paper, and markers, draw your redesigned ECE

20

setting (inside and out) incorporating your potential environmental changes.

DO: When groups are ready to share, ask for a group to volunteer. ASK: After each group shares, ask attendees what follow-up questions they may have about their potential environmental changes.

Amazing job everyone. Thank you all for pulling out your inner 5 year old and participating in this activity.

Sunny shared a great success story with us, and I want to take a moment to share it with you all.

Built a Garden Task Force of passionate local Champions, backbone organizations, and community partners:

• Tobacco Use Prevention Program• Mental Health, Alcohol and Other Drug Prevention

Programs, • Community Food Council

Garden Task Force accomplishments:• Recruited and trained 3 Champion gardeners• Conducted a needs assessment • Created a work plan for each garden to meet the needs of

the low income communities, to maintain the existing community and school gardens, and to establish new gardens at three low income subsidized apartment housings.

Del Norte Keys to Successful Implementation

• Recruiting and training Champions for start up through maintenance

• Collaborating with partners to support them collectively by:o Building trust and assuring common goals o Supporting the apartment managers and tenants

through consistent and open communicationo Assisting the Champions to create their own

network and build their capacity

As you can see, partners and collaborations have came up a few times today, and they were definitely key to this success. We always want to be thinking about potential partners, and we want to think outside the box. Who might be willing to donate seeds for our school garden? Who might be willing to build planter boxes for us?

ASK: Does anyone have an example of an “outside the box” partner?

If a local high school has a wood shop class, one great idea would be to ask them to build planter boxes for you. That would be a mutually beneficial partnership, you are getting planter boxes, and the students are getting practical experience.

21

Here is another example of a great success in Del Norte County. Stencil project was introduced and School District Union approved it and ready to implement. Pine Grove kindergarten teacher painted the bicycle track and target.

ASK: Sunny, do you have anything else about these great success stories that you would like to share?

Facilitator:Do: Review key points from success story [Technical assistance, partnerships, engagement with staff/parents.] while you advance through this and next two slides of pictures.Know: Copy of success story in participant folders.UC CalFresh, Imperial County Gardening Success StoriesUC Cal Fresh and Public Health Department Prop 10 Collaborated to bring Imperial County Office of Education Little Kings State Preschool 4 new garden boxes. This is an environmental change as Little Kings preschool had not had a garden before this. Prop 10 donated the boxes and UC CalFresh provided the soil, fertilizer and seeds. CalFresh took the lead with implementation and technical assistance including nutrition classes and reading to the children (from Its ‘Fun to Be Healthy’ CATCH curriculum). Little Kings will have two garden kickoffs (plantings) a year with parent involvement to help support sustainability. Key individuals that UC CalFresh partnered with were Angela Ramirez of Imperial County Public Health Department and Karina Chavez, ICOE Site Supervisor. A challenge faced during the process was a new Early Child Care regulation that all parents needed to receive adult immunizations before they could help at the school. This regulation hindered parent involvement. The challenge was mitigated by UC CalFresh, who took the lead and implemented the garden without parent assistance. With help from the Public Health Department, parent immunizations have been completed and parents are becoming involved in the garden process.FFY 2009-2010, in response to the Childhood Obesity epidemic, UC CalFresh partnered with UC 4-H, and the Imperial County Public Health Department to provide school gardens along with nutrition education to two (2) Imperial County Office of Education (ICOE) preschools in Imperial County. The intent was to preschool aged children’s exposure to healthy foods; specifically fruits and vegetables. UC CalFresh provided Farm to Fork nutrition education, UC 4-H provided the garden boxes (4 for each school), soil, seeds, and trans-plants, and the Public Health Department provided implementation and technical assistance. The Gardens continued for 5 years with the health department planning garden kickoffs, supplying soil, seeds and transplants with UC CalFresh continuing nutrition education. In FFY 2014-2015, the Public Health

22

Department broke away from the activity leaving the school to continue the sustainability of the project. As a result, UC CalFresh continued to work with the two preschools supplying technical assistance as well as nutrition education. As a result, together with UC CalFresh assistance, the preschools put together a list of items needed to make the gardens sustainable (instructions for garden boxes, types of soil needed, transplants, seeds, etc.). From this list, parents signed up to bring items needed for each garden kickoff. The teachers teach the parents from the guidance they had received from the Public Health Department (with assistance from CalFresh as needed). At each kickoff, parents help build garden boxes, TP poles for beans and peas, mix and add soil, help children with planting. Between kickoffs, parents and children help with weeding, harvesting what is available. We have recipe tasting in the classroom with vegetables that are harvested and the school sends the overage home with parents.This process has evolved into a very successful sustainability plan for other Imperial County Office of Education preschool gardens (we are working with 11 total and have gardens in 6).

Billboards, posters and signage is another great example of an environmental change. And a great way to engage students and families.

23

One last example of environmental changes is for the mealtime environment.

This can include: • Child safe/friendly dishes and utensils – to support self

service during family style meals• Access to drinking water – reachable small pitchers and

cups, clean drinking fountains• Private and clean breastfeeding spaces for moms – when

they are onsite for drop off/pick up/volunteer time

What other environmental changes can we make to our mealtime environments?

TitleNext Steps

Time 20 Min

Facilitator

Materials and Preparation

24

Left side Right Side

Say: We want to wrap up today with a fun activity called pledge, boogie, own it! We are going to have you start by thinking about today’s training and what stood out to you. Take sometime to write down what you will use from today’s training on your “my next steps to success handout in your folder.”

Say: Now that you have all pledged what you will do when you return to work we want you to boogies on out and own it. When the music starts mingle around the room. When the music stops pair up and share what you pledged.

Have participants sit down in seats.

Ask: Who would like to share with the group what they pledge to do?

Ask: What questions do you have?

Depending on your role with ECE you’ll either want to contact your SIA representative or the agency that goes into your site. Ask 25

Suggested Physical Activity

Objective:

Example:

26

Suggested Ways to Evaluate

1. Please respond to the questions below with the appropriate answer:

As a result of attending this training session I am better able to:

a. Objective #1

Strongly Agree ☐ Agree ☐ Disagree ☐ Strongly Disagree ☐ N.A. ☐

b. Objective #2

Strongly Agree ☐ Agree ☐ Disagree ☐ Strongly Disagree ☐ N.A. ☐

c. Objective #3

Strongly Agree ☐ Agree ☐ Disagree ☐ Strongly Disagree ☐ N.A. ☐

Please check ALL of the training activities below that were EFFECTIVE in meeting the course objectives.

This activity effectively contributed to the course objectives:

a. Activity #1 ☐

b. Activity #2 ☐

c. Activity #3 ☐

2. How likely are you to recommend this training session to someone else?

Very likely ☐

Somewhat likely ☐

Not very likely ☐

Does not apply ☐

3. What about this training session did you especially like?

4. What do you think would make this training session better?

5. Any other comments?

27